Cognitive Development最新文献_第4页

Developing drawing skill: Exploring the role of parental support and cultural learning 培养绘画技能：探索父母支持和文化学习的作用

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-04-01 DOI: 10.1016/j.cogdev.2024.101444

Larissa Mendoza Straffon , Brenda de Groot , Naike D. Gorr , Yung-Ting Tsou , Mariska E. Kret

{"title":"Developing drawing skill: Exploring the role of parental support and cultural learning","authors":"Larissa Mendoza Straffon , Brenda de Groot , Naike D. Gorr , Yung-Ting Tsou , Mariska E. Kret","doi":"10.1016/j.cogdev.2024.101444","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101444","url":null,"abstract":"<div><p>Learning to draw is an important developmental milestone that most children achieve during their preschool years. Primary caregivers play a significant role in supporting this process, which may affect the pace of acquisition and subsequent unfolding of drawing ability. In this study, we aimed to investigate parental support in the context of children's drawing activity, complemented by quantifying the effects of four individual factor constructs of parental support for drawing. Our sample comprised 68 parent-child dyads with children aged 3.0–6.9 years. Parents completed an online survey about actions related to promoting the drawing abilities of their child, while children's drawing skill was measured with the Beery-Buktenica Test of Visual-Motor Integration. Contrary to our initial prediction, we found that parental support as a construct had no significant effect on children’s drawing skill. However, the component Scaffolding was positively associated with enhanced drawing skill. These results have important theoretical implications for understanding skill development within a cultural learning framework, and open up practical applications for art education and developmental studies.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885201424000297/pdfft?md5=a1db050511a8806b23fb751e4c8e0b29&pid=1-s2.0-S0885201424000297-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140641171","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

When should children copy their mothers’ food choices? Social learning strategies about foods 儿童何时应该模仿母亲的食物选择？关于食物的社会学习策略

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-04-01 DOI: 10.1016/j.cogdev.2024.101446

Naoko Nakamichi

{"title":"When should children copy their mothers’ food choices? Social learning strategies about foods","authors":"Naoko Nakamichi","doi":"10.1016/j.cogdev.2024.101446","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101446","url":null,"abstract":"<div><p>Social learning strategies guide individuals in deciding from whom to learn and when. Recent research on food learning has revealed that children adopt “who” strategies, but whether they used “when” strategies remained unclear. This study investigated 4- to 6-year-old children’s beliefs about “when” another child should copy their mother’s food choice. In Experiment 1, children (<em>N</em> = 24, 58% female) determined whether another child should adopt social or asocial learning when selecting food from among familiar or novel foods. In Experiment 2, children (<em>N</em> = 26, 57% female) determined whether another child should adopt social or asocial learning when selecting food in an environment with a low or high percentage of bad-tasting foods. Children responded that social learning should be adopted when selecting from among novel foods and in an environment with a high percentage of bad-tasting foods. These findings revealed that children employ two “when” strategies when making food choices.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885201424000315/pdfft?md5=f0e41db93eb47cd04135c9a23bf0c946&pid=1-s2.0-S0885201424000315-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140878549","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

Memory for space and time in 2-year-olds 两岁儿童对空间和时间的记忆

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-04-01 DOI: 10.1016/j.cogdev.2024.101443

Lindsey Mooney , Jasmeen Dadra , Kelsey Davinson , Naoya Tani , Simona Ghetti

{"title":"Memory for space and time in 2-year-olds","authors":"Lindsey Mooney , Jasmeen Dadra , Kelsey Davinson , Naoya Tani , Simona Ghetti","doi":"10.1016/j.cogdev.2024.101443","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101443","url":null,"abstract":"<div><p>Although the capacity to remember spatial and temporal information may develop at different rates throughout childhood, its early development has rarely been examined within the same participants, using the same task, and across different time delays elucidating retention of different aspects of early episodic memories. We used a novel tablet game to investigate memory for objects’ spatial locations and temporal order in a sample of toddlers ranging in age from 2 years to 2;8 years (<em>M</em> = 2;4 years, <em>SD</em> = 2 months; N = 73). We examined performance both immediately after an initial and an additional demonstration, following a 20-minute delay, and 1 week after learning; performance was also assessed following a new demonstration after the 1-week delay test. Using a linear mixed model, we found that toddlers remembered spatial locations better than temporal order, and temporal memory decayed more quickly and did not benefit from reminders compared to spatial memory, underscoring that early memory fragility may depend on the type of information being retained.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885201424000285/pdfft?md5=4ffda44e68c99d046a592ea33dd674df&pid=1-s2.0-S0885201424000285-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140813553","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

The effects of cognitive and environmental factors on children’s early saving 认知和环境因素对儿童早期储蓄的影响

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-04-01 DOI: 10.1016/j.cogdev.2024.101447

Katherine Dueck , Alex W. Castro , Deepthi Kamawar , Marina Milyavskaya , Elena Gallitto , Cristina M. Atance

引用次数: 0

Morally-relevant theory of mind is related to viewing gender inequalities as unacceptable 道德相关心智理论与将性别不平等视为不可接受有关

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-04-01 DOI: 10.1016/j.cogdev.2024.101450

Jacquelyn Glidden, Kathryn M. Yee, Melanie Killen

引用次数: 0

Modulation of attentional blink with sound in children with attention deficit hyperactivity disorder (ADHD) 声音对注意力缺陷多动障碍（ADHD）儿童眨眼的调节作用

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-04-01 DOI: 10.1016/j.cogdev.2024.101452

Huan Zhang , Shizhong Cai , Yan Chen , Aijun Wang

{"title":"Modulation of attentional blink with sound in children with attention deficit hyperactivity disorder (ADHD)","authors":"Huan Zhang , Shizhong Cai , Yan Chen , Aijun Wang","doi":"10.1016/j.cogdev.2024.101452","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101452","url":null,"abstract":"<div><p>Although it has been found that children with attention deficit hyperactivity disorder (ADHD) with impaired ability of inhibition control often showed greater attentional blink (AB), there is minimal information in regards to attention deficit in the interaction of AB enhancement with sound induction. A rapid serial visual presentation (RSVP) task was used by presenting an audiology pure tone evaluation simultaneously with T2 to investigate how auditory-driven visual perception enhances AB in children with ADHD. The results showed that children with ADHD had greater AB, and they performed worse than typically developing children (TD) in AB amplitude and recovery time. In addtion, the sound enhanced AB in TD children but interfered in children with ADHD. These results indicate that children with ADHD with faulty attentional allocation have fewer resources available for targets in the cross-modality AB, thus leading to a severe interference effect and a larger AB. It demonstrates that sound can only enhance AB when attentional resources are previously invested and the ability to suppress interference are still sufficient after dividing attention in cross-modality.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140909957","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 role of mathematical vocabulary in the development of mathematical skills for Spanish-speaking students 数学词汇对西班牙语学生数学能力发展的作用

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-04-01 DOI: 10.1016/j.cogdev.2024.101441

María Inés Susperreguy , Sabrina M. Di Lonardo Burr , Chang Xu , Heather P. Douglas , Taeko Bourque , M. Francisca del Río , Viviana Salinas , Jo-Anne LeFevre

{"title":"The role of mathematical vocabulary in the development of mathematical skills for Spanish-speaking students","authors":"María Inés Susperreguy , Sabrina M. Di Lonardo Burr , Chang Xu , Heather P. Douglas , Taeko Bourque , M. Francisca del Río , Viviana Salinas , Jo-Anne LeFevre","doi":"10.1016/j.cogdev.2024.101441","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101441","url":null,"abstract":"<div><p>Does mathematical vocabulary predict the change in students’ performance on mathematical tasks from one academic year to the next? Chilean Spanish-speaking students (<em>N</em> = 87) completed measures of mathematical vocabulary, mathematical skills (i.e., arithmetic fluency, calculation, and applied problems), receptive vocabulary, and working memory in Grade 2 (T1, <em>M</em><sub><em>age</em></sub> = 7:11 years:months, <em>SD</em> = 0:5, 46% girls)<em>.</em> One year later (T2) they completed the same mathematical measures. Concurrent relations were found between mathematical vocabulary and the three mathematical skills at both time points. Together, general and mathematical vocabulary at T1 explained significant unique variance in the change in applied problems and calculation from T1 to T2. For calculation however, only mathematical vocabulary predicted significant unique variance in the change from T1 to T2. Change in arithmetic fluency was only predicted by working memory. These results address the roles of general and mathematical vocabulary in students’ mathematical development in elementary school.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140350040","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

Two- and three-year-olds prefer mastery-oriented over outcome-oriented help 与注重结果的帮助相比，两三岁的幼儿更喜欢注重掌握的帮助

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-04-01 DOI: 10.1016/j.cogdev.2024.101462

Alexandra Raport , Canan Ipek, Valentina Gomez, Henrike Moll

{"title":"Two- and three-year-olds prefer mastery-oriented over outcome-oriented help","authors":"Alexandra Raport , Canan Ipek, Valentina Gomez, Henrike Moll","doi":"10.1016/j.cogdev.2024.101462","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101462","url":null,"abstract":"<div><p>It has been shown that school-aged children often turn to others for help with the motive to learn and expand on their knowledge or skills (so-called “mastery-oriented” help-seeking, Nelson-Le Gall, 1985). Although help-seeking in problem-solving contexts is increasingly studied in preschoolers, there is so far no experimental evidence that young children show a preference for mastery- as opposed to outcome-driven help. In two online experiments (N = 144, 72 female), 2- and 3-year-olds from diverse ethno-racial backgrounds living in the United States (68 % White; 16 % Latine) watched an agent failing at a task (e.g., pouring water into a cup) before they selected one of two helpers for the agent: one who demonstrated how to perform the task (mastery-oriented helper) or one who completed the task without demonstration (outcome-oriented helper). Children of both ages selected mastery-oriented helpers to assist the struggling agent (Experiments 1 and 2) but chose helpers randomly in a control condition in which the agent succeeded at the task and therefore needed no mastery-oriented help (Experiment 2). The findings indicate that young children recognize that furthering one’s abilities is a core motive of help-seeking.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141163766","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

Gender differences in global advantage effect in school-aged children 学龄儿童全球优势效应的性别差异

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-04-01 DOI: 10.1016/j.cogdev.2024.101451

Rosario Gelpi-Trudo , Santiago Vernucci , Ana Virginia García-Coni , Hernán López-Morales , Lorena Canet-Juric

引用次数: 0

Can you teach me how to open the box?: Examining young children’s teaching behavior toward adults with and without disabilities 你能教我怎么打开盒子吗？考察幼儿对残疾和非残疾成人的教学行为

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-04-01 DOI: 10.1016/j.cogdev.2024.101449

Katherine M. Walton , Alayna R. Borowy , Madison L. Fecher , Laura Wagner

{"title":"Can you teach me how to open the box?: Examining young children’s teaching behavior toward adults with and without disabilities","authors":"Katherine M. Walton , Alayna R. Borowy , Madison L. Fecher , Laura Wagner","doi":"10.1016/j.cogdev.2024.101449","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101449","url":null,"abstract":"<div><p>This study examined how children (31–71 months; <em>N</em> = 85) adjusted their teaching behaviors with three learners, each posing different communicative challenges, in comparison to a control learner, who showed no communicative challenge. With a Disabled learner, children showed fewer explicit teaching behaviors, and more eye contact with their parents and/or the primary experimenter as compared to when teaching a Control learner. With a Tired learner who followed identical scripted actions as the Disabled learner, children’s overall rate of teaching behaviors was largely unchanged. With a Spanish Speaking learner, children spoke less frequently but showed more frequent eye contact with the learner. These results demonstrate that while preschool children can modify their teaching strategies to adapt to the needs of different learners, they appear to teach less effectively and show markers of uncertainty when teaching to learners with disabilities.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885201424000340/pdfft?md5=76cab14c0e05affb1e6904f865493b4e&pid=1-s2.0-S0885201424000340-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140905360","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