Cognitive Development最新文献

{"title":"From spontaneous focusing on numerosity to mathematics achievement: The mediating role of non-symbolic number processing and mapping between symbolic and non-symbolic representations of number","authors":"Reanna Wing Yiu Hung ,&nbsp;Joey Tang ,&nbsp;Winnie Wai Lan Chan","doi":"10.1016/j.cogdev.2024.101507","DOIUrl":"10.1016/j.cogdev.2024.101507","url":null,"abstract":"<div><div>Young children who readily demonstrate a self-initiated orientation, or spontaneous focusing on numerosity (SFON), perform better in mathematics in later years. To further our understanding of the mechanisms behind this relation, the present longitudinal study with 150 Chinese preschoolers examined the potential mediating role of non-symbolic number processing and mapping between symbolic and non-symbolic representations of number. Mediation analysis indicates two independent pathways leading from SFON to math achievement—namely the non-symbolic number processing pathway and the number mapping pathway—providing a more comprehensive model to explain the predictability of SFON on children’s math achievement. Our findings indicate that children with a stronger tendency to focus on the cardinal information of the environment are better at processing set sizes as well as mapping non-symbolic quantity information onto numbers, leading to better math achievement.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"72 ","pages":"Article 101507"},"PeriodicalIF":1.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142356863","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":"Preschool children’s resource allocation towards and reasoning about exclusion of agents with disabilities","authors":"Teresa Landwehrmann,&nbsp;Markus Paulus,&nbsp;Natalie Christner","doi":"10.1016/j.cogdev.2024.101510","DOIUrl":"10.1016/j.cogdev.2024.101510","url":null,"abstract":"<div><div>How to act fairly among individuals with different abilities is a challenge for societies that subscribe to principles of inclusivity and individual rights. This raises the question whether children acknowledge the needs of others with a disability and how they reason about inclusive group-decisions. This study examined whether 3- to 6-year-old children distribute resources unequally benefitting others with physical or behavioral disabilities and how children reason about their distributions. Also, we investigated children’s decisions and justifications on whether individuals with a disability should participate in group activities even when an authority suggests otherwise. Results showed that preschoolers see disability as a reason for equitable distribution and advocate for inclusion even against an authority’s suggestion. This means that when asked to allocate resources, children take the needs of individuals with disabilities into account. Our findings indicate that children consider inclusion as a moral concern.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"72 ","pages":"Article 101510"},"PeriodicalIF":1.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142527303","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":"Effects of “We”-framing and partner number on 2- and 3-year-olds’ sense of commitment","authors":"Jared Vasil ,&nbsp;Maya Provençal ,&nbsp;Michael Tomasello","doi":"10.1016/j.cogdev.2024.101511","DOIUrl":"10.1016/j.cogdev.2024.101511","url":null,"abstract":"<div><div>Committed partners feel normatively bound to one another. This normative pressure causes partners not to abandon one another for attractive alternatives. Research suggests that this sense of commitment emerges at around 3 years of age. This study investigated effects of partner number and linguistic “we”-framing on 2- and 3-year-olds’ commitment (<em>N</em> = 48 per age group). One or three puppet partners framed a boring game as something either “we” or “you” are doing. As participants played with their partner(s), a fun, alternative game appeared. Two-year-olds remained longer with partner(s) before abandoning them following “we”-framing compared to “you”-framing, particularly when committed to a group of partners. There were no reliable effects on 3-year-olds, who readily abandoned their partner(s). This is the first report of a manipulation that reliably influences 2-year-olds’ sense of commitment. These results may suggest a not-fully-normative, partner-based sense of responsibility in 2-year-olds, though additional research is warranted.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"72 ","pages":"Article 101511"},"PeriodicalIF":1.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142527302","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 tendency to overestimate future emotions motivate practice in young children?","authors":"Shalini Gautam ,&nbsp;Giang Nguyen ,&nbsp;Jonathan Redshaw ,&nbsp;Thomas Suddendorf","doi":"10.1016/j.cogdev.2024.101515","DOIUrl":"10.1016/j.cogdev.2024.101515","url":null,"abstract":"<div><div>Young children and adults tend to overestimate the intensity of their emotional responses to future events. This intensity bias has been proposed to motivate future oriented behaviour. In two studies (N=210) we investigated if the magnitude of the intensity bias was associated with increased practice for an upcoming ‘championship game’. Children (4–8 years) anticipated their emotional response towards losing the championship game, and were then given free time where they could practice in preparation, or play a distractor game. We measured the time children spent playing and the number of attempts they made in the target game. Children reported their emotions once again after they lost the championship game, which was set up to be too difficult to win. Replicating previous findings, children predicted they would feel sadder to lose the game than they ended up reporting actually feeling when they lost. Planned analyses in study 1 revealed no association between the intensity bias and spending more time, or making more attempts, in the target game. However, post hoc analyses found that a greater intensity bias predicted children spending more time per attempt in the target game. This result was replicated in a new sample of children in study 2. We discuss how this finding may support the possibility that the intensity bias functions to motivate future-oriented behaviour.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"72 ","pages":"Article 101515"},"PeriodicalIF":1.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142571347","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":"Achievements in arithmetic and measurement units predict fraction understanding in an additive and linear manner","authors":"Markus Wolfgang Hermann Spitzer ,&nbsp;Miguel Ruiz-Garcia ,&nbsp;Younes Strittmatter ,&nbsp;Eileen Richter ,&nbsp;Raphael Gutsfeld ,&nbsp;Korbinian Moeller","doi":"10.1016/j.cogdev.2024.101517","DOIUrl":"10.1016/j.cogdev.2024.101517","url":null,"abstract":"<div><div>Learning fractions is one of the most difficult but nevertheless critical mathematical topics in school as understanding fractions significantly predicts later mathematics achievement and vocational prospects. Importantly, mastery of basic mathematical topics (e.g., arithmetic skills) was repeatedly observed to serve as a stepping stone for learning fractions. However, it has not yet been investigated in detail whether achievements on such basic mathematical topics predict fraction understanding uniquely and linearly or whether there are also multiplicative and non-linear dependencies. Such multiplicative and/or non-linear dependencies would suggest that closing knowledge gaps on key topics is of paramount importance, as knowledge gaps on these topics could have negative consequences for the understanding of fractions. Therefore, we predicted students’ fraction understanding by their performance on four prior topics (i.e., <em>Geometry</em>, <em>Basic Arithmetic</em>, <em>Measurement Units</em>, and <em>Advanced Arithmetic</em>) and compared the fits of different regression models (including topics as main effects only vs. also including interaction and quadratic terms). Our analyses considered three cohorts of students (approximate age range: 12–13 years) attending different school tracks that vary in difficulty (i.e., 6468 students of academic track schools; as well as 4598 students, and 1743 students of two vocational track schools) who used an intelligent tutor system. Results were similar across all three cohorts substantiating the robustness of our results: students’ fraction understanding was linearly predicted by achievements in basic mathematical skills (i.e., arithmetic and measurement units). We found no substantial support favoring more complex models across all three cohorts. As such, the results suggested that achievements in arithmetic and measurement units serve as unique and linear stepping stones for later fraction understanding. These findings suggest that those students with knowledge gaps in arithmetic and measurement units should be encouraged to revise these topics before moving on to more advanced topics—such as fractions—as these more advanced topics build on them.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"72 ","pages":"Article 101517"},"PeriodicalIF":1.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142656645","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":"Is monitoring in executive functions related to metacognitive monitoring?","authors":"Ebru Ger ,&nbsp;Florian J. Buehler","doi":"10.1016/j.cogdev.2024.101514","DOIUrl":"10.1016/j.cogdev.2024.101514","url":null,"abstract":"<div><div>Executive functions (EF) and metacognition (MC) have so far been investigated separately, yet, on the theoretical level, they share commonalities. It remains unclear whether these skills correlate in young children, and more importantly, whether monitoring processes within each may be associated. Here, we tested 6- to 8-year-old children's (N = 312) EF with the Hearts and Flowers task and MC with a paired associates memory task and focused on monitoring as a potential associated process. We examined children's accuracy and reaction time (RT) in the Hearts and Flowers task, as well as their post-error slowing as an indicator of monitoring. We measured children's accuracy and the latency of their confidence judgments for their answers in the paired associates task as an indicator of explicit and implicit metacognitive monitoring, respectively. Results showed that, for both inhibition and shifting components of EF, there was a significant positive correlation between children's RT in the Hearts and Flowers and the latency of memory monitoring judgments. That is, children who were faster in self-evaluations of their memory performance (i.e., metacognitive monitoring) were also faster in executive functioning. Evidence for the relationship between accuracy in the Hearts and Flowers task and memory monitoring was inconclusive. Post-error slowing was not associated with any measure of memory monitoring. Together, these findings suggest that EF and memory monitoring are rather weakly associated in 6- to 8-year-old children although both can be considered as higher-order cognitive processes. Although children show indications of monitoring within both EF and MC, monitoring is unlikely to explain their link.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"72 ","pages":"Article 101514"},"PeriodicalIF":1.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142578091","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":"Sociolinguistic development in a diverse, multilinguistic environment: Evidence from multilingual children in Gujarat, India","authors":"Ruthe Foushee ,&nbsp;Sophie Regan ,&nbsp;Roya Baharloo ,&nbsp;Mahesh Srinivasan","doi":"10.1016/j.cogdev.2024.101504","DOIUrl":"10.1016/j.cogdev.2024.101504","url":null,"abstract":"<div><div>In today’s pluralistic societies, children regularly acquire multiple languages and are exposed to an even larger set of languages spoken by others in their environment. Yet despite the prevalence of multilingualism globally, most research on sociolinguistic development has focused on monolingual children in environments with relatively little linguistic diversity, and as such has left questions of what children take different languages to socially signify largely unaddressed. The present study aimed to fill this gap by tracing the development of social inferences about different languages among 129 multilingual 7- to 13-year-olds in Gujarat, India. Contrary to the prediction that children in multilingual contexts should be unlikely to make stereotyping inferences about a person speaking a language (e.g., because they might expect the person to know additional languages), children in our sample selectively linked the different languages and language varieties that we probed (Gujarati, Marathi, Hindi, Urdu, Tamil, American English, Indian English, and Mandarin Chinese) with different social dimensions—including facial appearance, geographic origin, religion, and wealth. Children’s responses generally reflected associations grounded in real-world regularities, but also reflected some associations that do not have a real-world basis (e.g., judging that Indian English speakers tend to be white, Christian, and originate from outside of India). Older children were also more likely to predict different languages to be differentially learnable by individuals of specific ethnicities, exhibiting a kind of essentialist belief. We discuss our findings in light of the sociolinguistic study of <em>personae</em>.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"72 ","pages":"Article 101504"},"PeriodicalIF":1.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142425036","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":"Preschoolers prioritize humans over robots less than adults do: An eye-tracking study","authors":"Ke Zhou ,&nbsp;Min Chen ,&nbsp;Hui Xu ,&nbsp;Yi Cao ,&nbsp;Zhiqiang Yan","doi":"10.1016/j.cogdev.2024.101505","DOIUrl":"10.1016/j.cogdev.2024.101505","url":null,"abstract":"<div><div>This study investigates how people make moral judgments about humans and robots, aiming to understand the reasons behind these moral choices. Using eye tracking technology, we examined 36 preschoolers and 36 adults as they faced road-accident dilemmas involving humans and robots. Our findings reveal notable differences between preschoolers and adults. Preschoolers were more likely to make utilitarian decisions, considering sacrificing humans to save robots morally acceptable compared to adults. Eye tracking data showed that preschoolers focused longer on human-robot and robot-human interactions than adults did. Our results highlight the role of empathy in shaping moral judgments. When controlling for empathy, early eye tracking indicators did not significantly predict moral judgments. Overall, our findings indicate that preschoolers prioritize humans over robots less than adults do. Additionally, individuals' moral preferences are reflected in their attentional processes, particularly during the early stages of moral judgment formation, and empathy plays a crucial role in how people morally judge humans and robots.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"72 ","pages":"Article 101505"},"PeriodicalIF":1.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142357169","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":"Attending to talker characteristics: Word learning and recognition in monolingually- and multilingually-raised infants","authors":"Federica Bulgarelli ,&nbsp;Sophie Barry ,&nbsp;Elika Bergelson","doi":"10.1016/j.cogdev.2024.101508","DOIUrl":"10.1016/j.cogdev.2024.101508","url":null,"abstract":"<div><div>Before age one, infants often fail to recognize words produced by new talkers or in new accents. We ask whether infant’s varying experiences, namely exposure to multiple languages or accented speech, might influence this ability. Monolingually and multilingually-raised North-American 8-month-olds were habituated to a novel word-object link, and tested to see whether they would increase their looking time (i.e. dishabituate) when 1) the word-object link was broken (i.e. hearing a new word with the old object or vice versa), and 2) when the word was produced by a new talker (Exp 1) or in a new accent (Exp 2) (i.e. changes that maintain the word-object link). Monolingually- and multilingually-raised infants dishabituated to all changes, suggesting that their varying accent and language experiences do not shape word learning and recognition as tested here. This work provides further evidence that 8-month-olds’ word-object links are non-adult-like from a more diverse group of participants.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"72 ","pages":"Article 101508"},"PeriodicalIF":1.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142425038","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":"Reciprocal reputation management: Preschoolers respond to shared credit with shared blame","authors":"Trisha Katz,&nbsp;Michael Tomasello","doi":"10.1016/j.cogdev.2024.101519","DOIUrl":"10.1016/j.cogdev.2024.101519","url":null,"abstract":"<div><div>In a single experiment, we asked whether children would be more likely to accept blame for another’s transgression when the individual had previously told a prosocial lie that improved the child’s reputation. 3- and 5-year-old children (<em>N</em>=120) were introduced to two puppets, one of whom needed help sorting toys and the other of whom helped. In the reciprocity condition, in response to the other's questioning, the helper puppet gave undue credit to the child for helping sort the toys; in the control condition the helper (accurately) took all the credit himself. Subsequently, the helper puppet transgressed by making a loud noise while the first puppet slept. In response to being roused, the first puppet blamed both the true transgressor and the innocent child. Upon being inappropriately blamed, 5-year-olds (but not 3-year-olds) behaved more prosocially by more often accepting inappropriate blame (implicitly). Five-year-olds (but-not 3-year-olds) also actively lied more often about their blameworthiness in the reciprocity condition. The fact that children reciprocated undue credit with the act of sharing blame suggests that, by age 5, children feel compelled to reciprocate intangible, reputational favors.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"72 ","pages":"Article 101519"},"PeriodicalIF":1.8,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142721252","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}