Cognitive Development最新文献_第4页

The Ebbinghaus illusion revisited: Behavioral shift in task-solving between 4-year-olds, 6-year-olds, and adolescents 重新审视艾宾浩斯错觉：4岁、6岁和青少年在任务解决方面的行为转变

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-02-05 DOI: 10.1016/j.cogdev.2025.101555

Cornelia Schulze , David Buttelmann

{"title":"The Ebbinghaus illusion revisited: Behavioral shift in task-solving between 4-year-olds, 6-year-olds, and adolescents","authors":"Cornelia Schulze , David Buttelmann","doi":"10.1016/j.cogdev.2025.101555","DOIUrl":"10.1016/j.cogdev.2025.101555","url":null,"abstract":"<div><div>Visual context influences humans’ interpretation of stimuli. The Ebbinghaus illusion demonstrates how physical context cues can lead to distorted perceptions. Prior studies on young children’s context-sensitivity leave it open whether older age groups are indeed more susceptible to visual illusions than younger ones or whether young children use different mechanisms when solving this task. This study addresses these questions by investigating 4-year-olds’ (<em>n</em> = 41), 6-year-olds’ (<em>n</em> = 46), and adolescents’ (<em>n</em> = 66) performance in an Ebbinghaus illusion task. We especially focused on 4-year-olds’ performance, including a novel control condition, to help disentangle the non-expected findings from previous studies. The results replicated previous findings of a developmental increase in context-sensitivity in the Ebbinghaus task. However, there was a behavioral shift in task-solving between 4- and 6-year-olds. While younger children appeared to rely on a heuristic, evaluating the whole area covered by the target and the context cues, 6-year-olds and adolescents were influenced by the illusion. These findings suggest that novel paradigms are needed to test 4-year-olds’ sensitivity to physical context cues.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101555"},"PeriodicalIF":1.8,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143207304","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

Neural foundations of joint attention in infancy 婴儿联合注意的神经基础

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-02-04 DOI: 10.1016/j.cogdev.2025.101546

Alleyne P.R. Broomell , Nina Andre Reid , Leslie A. Patton , Martha Ann Bell

引用次数: 0

When kids juggle it all: Biliteracy instruction and the development of discourse connectedness in L1 and L2 writing 当孩子们兼顾这一切：双语教学和母语和第二语言写作的话语联系的发展

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-01-01 DOI: 10.1016/j.cogdev.2024.101535

Ingrid Finger , Cristiane Ely Lemke , Larissa da Silva Cury , Natália Bezerra Mota , Janaina Weissheimer

{"title":"When kids juggle it all: Biliteracy instruction and the development of discourse connectedness in L1 and L2 writing","authors":"Ingrid Finger , Cristiane Ely Lemke , Larissa da Silva Cury , Natália Bezerra Mota , Janaina Weissheimer","doi":"10.1016/j.cogdev.2024.101535","DOIUrl":"10.1016/j.cogdev.2024.101535","url":null,"abstract":"<div><div>The present longitudinal study explored how bilingual educational contexts shape children's cognitive and linguistic development. Its main goal was to investigate the development of discourse connectedness (measured by long-range connectedness - LSC) in written narratives in Portuguese (L1) and English (L2) by 78 children of a bilingual school in Brazil within a year span (from 2021 to 2022). Participants created a narrative in their L1 or L2 based on a sequence of five images, which were analyzed with the computational tool <em>SpeechGraphs</em> (Mota et al., 2014). Connectedness scores were expected to vary as a function of Language (L1, L2) and of Year of data collection (Time 1, Time 2), favoring, respectively, the L1 and Time 2. The results confirmed our hypotheses, with long-range recurrence (LSC) scores in the L1 narratives higher than in the L2 at both times of data collection. In addition, the longitudinal analysis revealed higher connectedness scores for narratives written in Time 2 in both languages. Overall, our findings indicate that the children's performance in terms of connectedness progressed in a parallel way in the two languages during the school years, with an expected advantage for the narratives written in their dominant language. In addition, they highlight the potential of using <em>SpeechGraphs</em> - a cost-effective, non-invasive computational tool - to analyze children's use of two prestige languages in a particular bilingual educational context.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"73 ","pages":"Article 101535"},"PeriodicalIF":1.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143174303","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

Parental attitudes and beliefs about mathematics and the use of gestures in children’s math development 父母对数学的态度和信念以及手势在儿童数学发展中的使用

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-01-01 DOI: 10.1016/j.cogdev.2024.101531

Begüm Yılmaz , Işıl Doğan , Dilay Z. Karadöller , Ö. Ece Demir-Lira , Tilbe Göksun

引用次数: 0

My tablet’s about to go dead! 5- to 6-year-old children adjust their cognitive strategies depending on whether an external resource is reliably available 我的平板电脑即将死亡！5到6岁的孩子会根据外部资源是否可靠而调整他们的认知策略。

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-01-01 DOI: 10.1016/j.cogdev.2025.101542

Yibiao Liang, Zsuzsa Kaldy, Erik Blaser

{"title":"My tablet’s about to go dead! 5- to 6-year-old children adjust their cognitive strategies depending on whether an external resource is reliably available","authors":"Yibiao Liang, Zsuzsa Kaldy, Erik Blaser","doi":"10.1016/j.cogdev.2025.101542","DOIUrl":"10.1016/j.cogdev.2025.101542","url":null,"abstract":"<div><div>There are concerns that reliance on external resources (e.g., information on digital devices) may be harmful to our own internal memory. Here, in a pre-registered study, we investigated how the <em>reliability</em> of an external resource (i.e., whether the information will be available when needed) affects young children’s use of it. In our tablet-based Shopping Game, children picked items from a store based on a shopping list. Importantly, the store and the list were not visible simultaneously, but children could toggle between them. In the <em>reliable</em> condition, the list was always available. In the <em>unreliable</em> condition, children were led to believe that the list might disappear. We found that 5–6-year-old children (<em>N</em> = 37) relied more on the list – referring back to it more often and more briefly, and remembering fewer items – when they perceived the list as reliably available (and vice versa, reducing trips to the list by studying it longer, and remembering more, when it was perceived as unreliably available). Nearly all children also identified the reliable condition as easier and preferred. In short, young children not only recognize the opportunity provided by reliably available external resources, but adapt their cognitive effort accordingly.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"73 ","pages":"Article 101542"},"PeriodicalIF":1.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143015916","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

Contributions of numeral knowledge, spatial reasoning, and numerical mapping to first graders’ arithmetic and geometric skills 数字知识、空间推理和数字映射对一年级学生算术和几何技能的贡献

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-01-01 DOI: 10.1016/j.cogdev.2024.101520

Yenny Otálora , Hernando Taborda-Osorio

{"title":"Contributions of numeral knowledge, spatial reasoning, and numerical mapping to first graders’ arithmetic and geometric skills","authors":"Yenny Otálora , Hernando Taborda-Osorio","doi":"10.1016/j.cogdev.2024.101520","DOIUrl":"10.1016/j.cogdev.2024.101520","url":null,"abstract":"<div><div>The present study examined the contributions of numeral knowledge, spatial reasoning, and mapping skills to children’s arithmetic and geometric reasoning. Different measures of families’ socioeconomic status (SES) were also taken to examine their role in children’s mental transformation skills. A group of 96 first-grade children participated in the study. A total of six tests of numeral knowledge (number identification, number comparison), spatial reasoning (mental rotation, mental transformation), and mapping skills (number line, numerosity estimation) were taken as predictor variables. Arithmetic and geometry tests were administered as dependent variables. The results first showed differential relationships between the predictor variables and the mathematical measures. Mental rotation was most critical for solving missing-term problems and geometry tasks; while mapping tasks were associated with performance on canonical problems. Second, mental transformation skills had a broader effect on arithmetic and geometric performance compared to mental rotation, mediated through number line and number comparison skills. Third, parental occupation as an index of SES had an effect on arithmetic and geometric performance mediated only through mental transformation skills. These findings highlight the central role of mental transformation skills and contextual factors in children’s formal mathematical reasoning and the mediating role of mapping and number comparison skills in these effects.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"73 ","pages":"Article 101520"},"PeriodicalIF":1.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143173353","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 prediction of syllable awareness, character reading ability, and rapid automatized naming on phoneme awareness: Evidence from a longitudinal Cross-lagged model 音节意识、字符阅读能力和快速自动命名对音素意识的预测：来自纵向交叉滞后模型的证据

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-01-01 DOI: 10.1016/j.cogdev.2024.101534

Sen Li , Tengwen Fan , Jingjing Zhao

{"title":"The prediction of syllable awareness, character reading ability, and rapid automatized naming on phoneme awareness: Evidence from a longitudinal Cross-lagged model","authors":"Sen Li , Tengwen Fan , Jingjing Zhao","doi":"10.1016/j.cogdev.2024.101534","DOIUrl":"10.1016/j.cogdev.2024.101534","url":null,"abstract":"<div><h3>Background</h3><div>Phonological awareness is a crucial factor for the development of reading ability. Yet, a comprehensive understanding of the impact factors of phonological awareness in early age is still a challenge.</div></div><div><h3>Method</h3><div>A total of 127 young Chinese children were tracked two times. The dynamic phoneme deletion task, syllable deletion task, character recognition task, and rapid automatized object naming task were used to measure phoneme awareness (PA), syllable awareness (SA), character reading (CR), and rapid automatized naming (RAN), respectively. Cross-lagged panel model was used to examine the longitudinal and bidirectional relationship among these four reading skills.</div></div><div><h3>Results</h3><div>Children’s performance improved on all four tasks across the two points. Both of CR and RAN had low to moderate correlations with phonological awareness at both time points. Cross-lagged panel model results showed that: 1) SA, CR, and RAN at T1 significantly predicted PA at T2, but PA at T1 did not predict other reading-related skills at T2; 2) CR at T1 positively predicted SA at T2.</div></div><div><h3>Conclusions</h3><div>SA, CR and RAN at earlier time are important predicting factors of the development of PA. Larger phonological awareness units (syllable) not only precede but also impact the development of smaller units (phoneme). CR can enhance phonological awareness at both larger (syllable) and smaller (phoneme) units.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"73 ","pages":"Article 101534"},"PeriodicalIF":1.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143173433","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 amateur piano playing on memory performance: A focus on Chinese piano players 业余钢琴演奏对记忆表现的影响：以中国钢琴演奏者为研究对象

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-01-01 DOI: 10.1016/j.cogdev.2024.101539

Xiaomin Min

{"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}

引用次数: 0

Development of inequity aversion in argentine children in different SES populations 不同社会经济地位人群阿根廷儿童不平等厌恶情绪的发展

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-01-01 DOI: 10.1016/j.cogdev.2024.101533

Paulina Guerra , Belén Mesurado , Guillermo Solovey

引用次数: 0

Curiosity and children’s memory for a dinosaur exhibit 好奇心和孩子们对恐龙展览的记忆

IF 1.8 3区心理学

Cognitive Development Pub Date : 2025-01-01 DOI: 10.1016/j.cogdev.2024.101538

Sara B. Festini , Adriana M. Lutzio, Sofia Condorelli, Spencer J. Henning

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

引用次数: 0