Cognitive Development最新文献_第4页

Do older 2-year-olds deploy explicit possibility concepts in action planning? 2岁以上的孩子在行动计划中使用明确的可能性概念吗？

IF 1.8 3区心理学

Cognitive Development Pub Date : 2026-01-01 Epub Date: 2026-01-08 DOI: 10.1016/j.cogdev.2025.101669

Brian Leahy , Michael Huemer , Katie Holmes , Susan Carey

{"title":"Do older 2-year-olds deploy explicit possibility concepts in action planning?","authors":"Brian Leahy , Michael Huemer , Katie Holmes , Susan Carey","doi":"10.1016/j.cogdev.2025.101669","DOIUrl":"10.1016/j.cogdev.2025.101669","url":null,"abstract":"<div><div>Many studies find that young preschoolers do not deploy logical concepts like <span>or</span> or <span>possibly</span> in the 3- and 4-container tasks. Gautam et al. (2021) report a modified 4-container task, where children with an age range of 2;6–3;0 perform as well as 5-year-olds on previous studies. Performance demands of earlier implementations might have masked children’s logical competence. Here we replicate that result, but also find that it does not hold when the simpler 3-container task is implemented with the same modifications. When children are given more trials on the 4-container task, performance converges to that observed in all other implementations. The 3- and 4-container tasks equally test whether participants differentiate a container where a reward <em>is</em> from a container where a reward <em>might or might not be</em>. Their failure to deploy this distinction on the 3-container task speaks against the hypothesis that the modifications in Gautam et al. unmasked an ability to differentiate what <em>is</em> from what merely <em>might be</em> on the 4-container task.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"77 ","pages":"Article 101669"},"PeriodicalIF":1.8,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145939015","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

Effect of instruction medium and modality on learning spatial concepts 教学媒介和教学方式对空间概念学习的影响

IF 1.8 3区心理学

Cognitive Development Pub Date : 2026-01-01 Epub Date: 2025-12-27 DOI: 10.1016/j.cogdev.2025.101667

Stephanie D. Baumann , Adrienne Wyble , Kay Lane , Şeyda Özçalışkan

{"title":"Effect of instruction medium and modality on learning spatial concepts","authors":"Stephanie D. Baumann , Adrienne Wyble , Kay Lane , Şeyda Özçalışkan","doi":"10.1016/j.cogdev.2025.101667","DOIUrl":"10.1016/j.cogdev.2025.101667","url":null,"abstract":"<div><div>Children are exposed to screen media at an early age. However, less is known about the relative effect of video instruction on learning as compared to live instruction, particularly in contexts where the instruction is accompanied by gesture. We know from earlier work that children benefit from observing gesture during live instruction—a positive gain that has not been fully examined in video instruction, particularly at the younger ages. In this study, we examined the relative benefits of using video-based instruction, compared to in-person instruction for young children within the domain of spatial language—a domain known to be closely associated with children’s later academic success. We asked whether children would learn as readily from video instruction as they do from in-person instruction, and whether we can improve children’s learning further by instructing them in both gesture and speech than in speech-alone. We predicted that children would show no effect of instruction medium (live, video) but an effect of modality (with gesture, without gesture), with better learning outcomes when instructed with gesture. We tested these predictions by examining the responses of 3- to 5-year-old children to questions about different spatial descriptions—half with gesture and half without gesture—using either a video or a live instruction. Our analysis showed no effect of instructional medium or modality, suggesting that children learn equally well in video and live instruction—whether it is presented with gesture or without gesture. Overall, our findings highlight how screen-based animated programs serve as equally efficient platforms in providing educational content as in-person instruction across modality types to young learners.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"77 ","pages":"Article 101667"},"PeriodicalIF":1.8,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145840933","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

Initial phoneme awareness of 4–6 years old Chinese children and the predictive effect on character reading ability 4-6岁汉语儿童初始音素意识及其对汉字阅读能力的预测作用

IF 1.8 3区心理学

Cognitive Development Pub Date : 2026-01-01 Epub Date: 2025-12-02 DOI: 10.1016/j.cogdev.2025.101651

Tengwen Fan , Yuan Chen , Sen Li , Song Li , Ye Wang , Hua Shu , Jingjing Zhao

{"title":"Initial phoneme awareness of 4–6 years old Chinese children and the predictive effect on character reading ability","authors":"Tengwen Fan , Yuan Chen , Sen Li , Song Li , Ye Wang , Hua Shu , Jingjing Zhao","doi":"10.1016/j.cogdev.2025.101651","DOIUrl":"10.1016/j.cogdev.2025.101651","url":null,"abstract":"<div><div>This paper examines the initial phoneme awareness among young Chinese children through two studies. Study 1 implemented a cross-sectional design with 120 children (4–6 years old) to explore the developmental level of phonological awareness of the initial phoneme onset and the rime in syllables. Study 2 monitored the longitudinal development of 127 kindergarten students in a similar age period and further fathomed the longitudinal relation between initial phoneme awareness and character reading ability. At 4–5 years old, performance on dynamic initial phoneme deletion task was significant, suggesting that initial phoneme awareness emerged in preschool Chinese children and could be detected by dynamic deletion task. Children’s variance in character recognition was best explained by dynamic initial phoneme deletion, highlighting the importance of initial phoneme awareness for early character acquisition in young Chinese children. These findings have important implications for early diagnosis and intervention of Chinese dyslexia.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"77 ","pages":"Article 101651"},"PeriodicalIF":1.8,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145652086","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 an object-space binding bias in episodic memory 情景记忆中客体空间约束偏差的发展

IF 1.8 3区心理学

Cognitive Development Pub Date : 2026-01-01 Epub Date: 2025-12-05 DOI: 10.1016/j.cogdev.2025.101655

Gakyung Kim , Yu Jin Rah , Hyewon Jun , Sang Ah Lee

{"title":"Development of an object-space binding bias in episodic memory","authors":"Gakyung Kim , Yu Jin Rah , Hyewon Jun , Sang Ah Lee","doi":"10.1016/j.cogdev.2025.101655","DOIUrl":"10.1016/j.cogdev.2025.101655","url":null,"abstract":"<div><div>The comprehensive integration of what happened, where, and when is fundamental to episodic memory. In particular, the association between objects and places plays a critical role in its development. Previous studies on episodic memory binding have demonstrated that children under the age of five exhibit a spatiotemporal bias when remembering a sequence of events and that the ability to associate objects with specific locations, develops gradually over time. We investigated the progression of episodic memory binding in 79 preschool children (44 boys, 35 girls, aged 3–6 years) using a nonverbal object placement task that required the memory of 'what' (objects), 'where' (space), and 'when' (temporal order) information. In each trial, the child watched as the experimenter hid three distinct objects into three of five cups on a tabletop apparatus; after an interference task, children were asked to re-enact the sequence. We set the association of space and objects in conflict with their temporal order by handing the objects to the children during the re-enactment phase either in the same or shuffled order. Although children showed an overall improvement in memory with age, younger children’s pattern of errors in the shuffled order condition revealed that they often responded according to the temporal sequence of locations instead. That is, children’s increasing tendency to place specific objects in specific locations, even when given in shuffled order, indicates a bias towards ‘object-space’ associations in episodic memory development.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"77 ","pages":"Article 101655"},"PeriodicalIF":1.8,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145694522","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 mental transformations of body parts: Indication for a shift away from sensorimotor representations? 儿童身体部位的心理转换：远离感觉运动表征的指示？

IF 1.8 3区心理学

Cognitive Development Pub Date : 2026-01-01 Epub Date: 2025-12-10 DOI: 10.1016/j.cogdev.2025.101653

Markus Krüger

{"title":"Children’s mental transformations of body parts: Indication for a shift away from sensorimotor representations?","authors":"Markus Krüger","doi":"10.1016/j.cogdev.2025.101653","DOIUrl":"10.1016/j.cogdev.2025.101653","url":null,"abstract":"<div><div>To provide insight into the relationship between the motor system and mental transformations, a mental rotation task was adapted for use with young children. Specifically, 4-, 5-, and 6-year-old children were asked to match a picture of a hand shown from a palmar perspective with two comparison images of a left and right hand from the same perspective, while also holding their own hands in a similar posture. No discernible reaction time pattern emerged for the 4-year-olds. Instead of a linear increase in reaction time with angular disparity typical for mental rotation tasks, the 5-year-olds’ reaction times reflected a recapitulation of actual biomechanical movements needed to align their hands with the stimulus. In contrast, the 6-year-olds’ reaction times were only slightly influenced by biomechanical constraints and generally followed the shortest rotational path, indicating a more abstract transformation strategy. These findings are in line with the view that cognition is ontogenetically grounded in the sensorimotor system and becomes increasingly abstract with development. Importantly, the qualitative difference between age groups indicates a possible developmental shift in the underlying mechanisms of mental transformation. The study further highlights the need for age-appropriate designs to uncover the interplay between embodied processes and emerging cognitive abilities.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"77 ","pages":"Article 101653"},"PeriodicalIF":1.8,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145749123","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

Cognitive predictors of low-income preschoolers’ moral judgments about physical harm: A longitudinal person-centered study 低收入学龄前儿童对身体伤害的道德判断的认知预测：一项以人为中心的纵向研究

IF 1.8 3区心理学

Cognitive Development Pub Date : 2026-01-01 Epub Date: 2026-01-31 DOI: 10.1016/j.cogdev.2026.101675

Erin Ruth Baker , Jessica Wilke , Jamie Gahtan

引用次数: 0

The relation between spatial language comprehension and mental transformation during early childhood 幼儿空间语言理解与心理转换的关系

IF 1.8 3区心理学

Cognitive Development Pub Date : 2026-01-01 Epub Date: 2025-12-17 DOI: 10.1016/j.cogdev.2025.101663

Nick Mattox , Hannah Bowley , Vanessa Vieites , Yinbo Wu , Yvonne Ralph , Priscilla Lioi , Vianca Rodriguez , Katherine Saladrigas Olazabal , Melanie Rengel , Timothy Hayes , Anthony Steven Dick , Aaron Mattfeld , Shannon M. Pruden

{"title":"The relation between spatial language comprehension and mental transformation during early childhood","authors":"Nick Mattox , Hannah Bowley , Vanessa Vieites , Yinbo Wu , Yvonne Ralph , Priscilla Lioi , Vianca Rodriguez , Katherine Saladrigas Olazabal , Melanie Rengel , Timothy Hayes , Anthony Steven Dick , Aaron Mattfeld , Shannon M. Pruden","doi":"10.1016/j.cogdev.2025.101663","DOIUrl":"10.1016/j.cogdev.2025.101663","url":null,"abstract":"<div><div>Mental transformation is the ability to visualize, represent, and manipulate two- and three-dimensional objects. Two common types of mental transformations are rotations and translations. Prior studies show that the <em>production</em> of spatial language as well as the <em>comprehension</em> of specific types of spatial words, such as dimensional adjectives, are related to individual differences in mental transformation in early childhood. The present study aims to unpack this prior research by examining whether the relation is motivated by children's comprehension of overall relational language, or this effect is specific to spatial, quantity and/or other relational words. A total of 117 children aged 48–94 months (55 girls) completed 26 items on the Boehm-3 Preschool Test of Basic Concepts (Boehm-3) and 32 items on the <em>Children's Mental Transformation Task</em> (CMTT). The Boehm-3 was used to calculate a <em>relational language comprehension</em> variable and specific variables for <em>spatial</em> and <em>quantity</em> and/or <em>other relational</em> words. Mental transformation items were analyzed based on whether they required a translation or rotation. After controlling for child age, child gender, and parent education, analyses showed that children with greater <em>relational language comprehension</em> scores were more accurate across all <em>mental transformation</em> items. When assessing by type of transformation, <em>spatial language</em> comprehension was positively associated with individual differences in <em>mental rotation</em> but <em>not mental translation</em>. These findings suggest that task demands may influence how children's language knowledge supports their spatial thinking.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"77 ","pages":"Article 101663"},"PeriodicalIF":1.8,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145798112","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

Language context shapes bilingual children’s memory for newly encountered words 语言语境塑造了双语儿童对新遇到的单词的记忆

IF 1.8 3区心理学

Cognitive Development Pub Date : 2026-01-01 Epub Date: 2026-01-14 DOI: 10.1016/j.cogdev.2026.101671

Yi Tong , Margarita Kaushanskaya , Haley A. Vlach

{"title":"Language context shapes bilingual children’s memory for newly encountered words","authors":"Yi Tong , Margarita Kaushanskaya , Haley A. Vlach","doi":"10.1016/j.cogdev.2026.101671","DOIUrl":"10.1016/j.cogdev.2026.101671","url":null,"abstract":"<div><div>Little is known about language-dependent memory in bilingual children. The current study addresses this research gap by investigating the effect of changing language contexts on bilingual children’s word learning from storybooks using both immediate and delayed tests. Fifty-four Mandarin-English speaking children (<em>M</em><sub>age</sub> = 66.70 months; 22 females, 32 males; 88 % Asian, 12 % more than one race) in the United States read a storybook containing six novel words either in Mandarin or English. Memory was assessed either in the same (<em>N</em><sub><em>match</em></sub> = 28) or different language (<em>N</em><sub><em>mismatch</em></sub> = 26) both immediately and after ten minutes. When retrieval occurred in English, children who encountered a mismatch in language contexts between initial encoding and subsequent retrieval had poorer memory performance compared to those who learned and were tested in the same language. Our findings suggest that matching linguistic context might serve as a contextual cue that helps bilingual children retrieve newly acquired information. This study highlights the importance of considering the impact of instructional language on academic performance for learners of diverse linguistic backgrounds.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"77 ","pages":"Article 101671"},"PeriodicalIF":1.8,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145977431","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

Iconic gestures on L1 vocabulary acquisition in kindergarteners: A preliminary study 符号手势对幼儿园儿童母语词汇习得的影响初探

IF 1.8 3区心理学

Cognitive Development Pub Date : 2026-01-01 Epub Date: 2026-01-05 DOI: 10.1016/j.cogdev.2025.101666

Anais Cauna , Virginie Vézinet , Abdessadek el Ahmadi , Marion Tellier , Pascale Colé

{"title":"Iconic gestures on L1 vocabulary acquisition in kindergarteners: A preliminary study","authors":"Anais Cauna , Virginie Vézinet , Abdessadek el Ahmadi , Marion Tellier , Pascale Colé","doi":"10.1016/j.cogdev.2025.101666","DOIUrl":"10.1016/j.cogdev.2025.101666","url":null,"abstract":"<div><div>In typically developing children, language and motor skills are closely interconnected, and gestures may support vocabulary acquisition. Previous research has demonstrated that iconic gestures—those illustrating part of a word's meaning—can enhance learning when observed or imitated. However, most studies have focused on second language (L2) or artificial language learning, with few examining first language (L1) vocabulary acquisition. This preliminary study investigates L1 word learning in French kindergarten children (ages 5–6), focusing on the impact of gestures compared to pictures. Using a within-subject design, 30 children learned 10 new words across two learning conditions: gesture reproduction and picture presentation. The main aim was to assess whether reproducing gestures during learning is more effective than viewing pictures, based on the idea that motor engagement could improve both phonological and semantic memory representations, thereby supporting both fast and slow mapping processes. To evaluate learning outcomes, children completed comprehension (word recognition), production (free recall and naming), and definition tasks to assess the depth of word knowledge. Additional measures included children’s initial vocabulary levels and manual dexterity to examine their potential influence on learning performance, particularly in the gesture condition. Findings revealed that the effectiveness of gesture-based learning varied depending on the task. Notably, for the definition task, the benefit of iconic gestures was influenced by the child’s initial vocabulary level. These results support the use of pedagogical iconic gestures as an effective teaching tool, while highlighting the importance of considering individual learner characteristics in educational practices.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"77 ","pages":"Article 101666"},"PeriodicalIF":1.8,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145939017","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 young children come to recommend resource choices that reduce waste 年幼的孩子如何建议减少浪费的资源选择

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-10-01 Epub Date: 2025-11-19 DOI: 10.1016/j.cogdev.2025.101642

Claudia G. Sehl, Ori Friedman, Stephanie Denison

{"title":"How young children come to recommend resource choices that reduce waste","authors":"Claudia G. Sehl, Ori Friedman, Stephanie Denison","doi":"10.1016/j.cogdev.2025.101642","DOIUrl":"10.1016/j.cogdev.2025.101642","url":null,"abstract":"<div><div>Whereas adults are often motivated to minimize material waste, young children are notoriously wasteful of material resources. Wastefulness in children could arise because they do not see the value in minimizing material waste. We explored this possibility in four experiments on children aged 3–7 (total N = 514). Children saw vignettes where an agent chose between two resources: a smaller resource that resulted in minimal waste or a larger one that resulted in greater waste. Around 5.5 years, children indicated that others should select the smaller resource (paper and foods) when this would reduce waste, showing that they think others should minimize material waste. For example, when a person could create a paper snowflake using either a larger or smaller sheet of paper, children aged 5.5 and older recommended using the smaller sheet (reducing the amount of paper wasted as scraps). The experiments also found that this preference does not arise from a simple heuristic to choose smaller resources. Overall, our findings suggest that development in children’s responses resulted from change in their understanding of waste. However, we discuss other potential explanations for the findings, and avenues for future research.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"76 ","pages":"Article 101642"},"PeriodicalIF":1.8,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579183","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