Cognitive Development最新文献

{"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}

{"title":"Children's needs-oriented decision-making: A developmental perspective","authors":"Qingfeng Peng,&nbsp;Mei Li,&nbsp;Hong Li","doi":"10.1016/j.cogdev.2024.101506","DOIUrl":"10.1016/j.cogdev.2024.101506","url":null,"abstract":"<div><div>Fairness is a fundamental aspect of moral development, with need-based allocation representing a key form of equitable resource distribution, where resources are allocated to those with greater needs. Despite its importance, the motivational underpinnings of children's need-based allocation remain inadequately understood. In this review, we propose an explanatory model to elucidate the motivation behind children's need-based allocation. We suggest that this motivation evolves through three developmental stages: the balancing tendency stage (ages 4–5), the balancing-altruistic dual-motivation stage (ages 6–7), and the altruistic tendency stage (ages 8 and above). Finally, we discuss future research directions to further explore and understand the developmental trajectory of children's fairness-related decision-making.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"72 ","pages":"Article 101506"},"PeriodicalIF":1.8,"publicationDate":"2024-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142326425","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":"Developmental changes in the time window for the explicit sense of agency experienced across the lifespan","authors":"Satoshi Nobusako ,&nbsp;Yusaku Takamura ,&nbsp;Kyohei Koge ,&nbsp;Michihiro Osumi ,&nbsp;Takaki Maeda ,&nbsp;Shu Morioka","doi":"10.1016/j.cogdev.2024.101503","DOIUrl":"10.1016/j.cogdev.2024.101503","url":null,"abstract":"<div><div>Sense of agency (SoA) is the subjective experience of individuals that they are initiators and controllers of their own actions, but it is not known how the time window for SoA changes developmentally over the lifetime. The present study examined developmental changes in the time window for SoA in school-age children (6–12 years), adolescents (16–18 years), young adults (20–25 years), adults (28–64 years), and older adults (65–83 years). The current results show that the time window for SoA is longer in young adults than in school-age children, adolescents, adults, and older adults, suggesting that young adulthood may be an important period of developmental change in the time window for SoA across the lifespan.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"72 ","pages":"Article 101503"},"PeriodicalIF":1.8,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142320379","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":"Development of L1-L2 naming skills in a monolingual context: Evidence from children and adolescents","authors":"Antonio Iniesta ,&nbsp;Marta Rivera ,&nbsp;Daniela Paolieri ,&nbsp;Teresa Bajo","doi":"10.1016/j.cogdev.2024.101492","DOIUrl":"10.1016/j.cogdev.2024.101492","url":null,"abstract":"<div><p>Adolescence is marked by significant developmental changes that can influence language processing and control. This study aimed to uncover developmental differences in language co-activation and control in unbalanced Spanish (L1)-English (L2) bilinguals. Children and adolescents attending bilingual schools within a L1 monolingual context completed a picture-naming task including cognates and non-cognates nouns, with collection of behavioral and ERP data. The study consistently found a cognate facilitation effect (CFE) in L2, evident in enhanced accuracy, faster reaction times, and reduced N400 negativity for cognates in comparison with no-cognate nouns. However, in L1, CFE was only observed in the N400 component, indicating weaker transfer from L2 to L1. Additionally, children exhibited greater N200 negativity when naming cognates in L1, while adolescents showed no N200 modulations, suggesting differences in frontal control region involvement and potential differences in control strategies. Language co-activation appears independent of maturation, while language control depends on development.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"72 ","pages":"Article 101492"},"PeriodicalIF":1.8,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885201424000777/pdfft?md5=878b3e6bde9c9e49c6dc1ad47de64ec2&pid=1-s2.0-S0885201424000777-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142241551","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":"The shape bias in Mandarin-exposed young autistic children: The role of abstract shape representation","authors":"Wenwen Hou ,&nbsp;Yi (Esther) Su ,&nbsp;Letitia R. Naigles ,&nbsp;Li Li ,&nbsp;Muyu Zhou","doi":"10.1016/j.cogdev.2024.101491","DOIUrl":"10.1016/j.cogdev.2024.101491","url":null,"abstract":"<div><p>The shape bias is an important word learning strategy in children’s language development. Although some studies have observed an absent or atypical shape bias in autistic children, there is no converging evidence regarding its underlying bases. Moreover, previous research has been exclusively conducted in learners of Indo-European languages, yet it is unclear whether the shape bias is a universal word learning constraint across languages. This study aims to investigate the shape bias and its association with shape representation ability in 40 1–3-year-old non-autistic children, and 41 2–6-year-old autistic children, exposed to Mandarin Chinese. The results suggested that Mandarin-exposed non-autistic children exhibited a shape bias, while autistic children did not. Further, a positive correlation was found between the shape representation accuracy and shape bias performance in the autistic group. These findings provide cross-linguistic evidence for the shape bias as a word learning constraint in non-autistic toddlers but challenges in utilizing this constraint in word learning by young autistic children. Importantly, these results shed new light on the critical role of abstract representations of object shape in facilitating shape bias knowledge in autistic children.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"72 ","pages":"Article 101491"},"PeriodicalIF":1.8,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142241550","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}