Cognitive Development最新文献_第6页

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":"70 ","pages":"Article 101452"},"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

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

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":"70 ","pages":"Article 101441"},"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":"70 ","pages":"Article 101462"},"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

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":"70 ","pages":"Article 101449"},"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

Children’s biological causal models of disability 儿童对残疾的生物学因果模型

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-04-01 DOI: 10.1016/j.cogdev.2024.101448

David Menendez , Susan A. Gelman

引用次数: 0

Research on bilingual language processing and how languages are represented in the mind 研究双语语言处理和语言在头脑中的表征方式

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-04-01 DOI: 10.1016/j.cogdev.2024.101442

Norbert Francis

引用次数: 0

Language-dependent reminiscing: Bilingual mother-child autobiographical conversations differ across Thai and English 语言依赖性回忆：双语母子自传式对话在泰语和英语中的差异

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-04-01 DOI: 10.1016/j.cogdev.2024.101445

Sirada Rochanavibhata , Viorica Marian

{"title":"Language-dependent reminiscing: Bilingual mother-child autobiographical conversations differ across Thai and English","authors":"Sirada Rochanavibhata , Viorica Marian","doi":"10.1016/j.cogdev.2024.101445","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101445","url":null,"abstract":"<div><p>Cross-linguistic differences in narrative patterns were examined in bilingual mother-preschooler dyads. Twenty-six Thai-English bilingual mothers and their four-year-old children completed a reminiscing task where they jointly recalled autobiographical memories in response to word prompts. Bilingual mothers and children exhibited different reminiscing styles in each of their languages. Specifically, bilinguals adopted high-elaborative and child-centered styles (e.g., use of evaluative feedback) when speaking English and low-elaborative and adult-centered styles (e.g., use of directives) when speaking Thai. Additionally, positive associations between maternal and child narrative patterns in both languages suggested that mothers’ scaffolding strategies influenced children’s own emerging linguistic skills. Findings from the present study show that bilingual mothers socialize their children differently across languages. In turn, children learn to present themselves in distinct ways depending on the linguistic and social contexts. We conclude that language can cue culture-specific communicative and behavioral norms as early as preschool.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"70 ","pages":"Article 101445"},"PeriodicalIF":1.8,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140813688","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 prosodic congruency on novel adjective learning in adults and children 前音一致对成人和儿童学习新形容词的影响

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-04-01 DOI: 10.1016/j.cogdev.2024.101457

Julie M. Hupp , Melissa K. Jungers , Jarrett A. Rardon , Austin M. Posey , Samantha A. McDonald

{"title":"The effect of prosodic congruency on novel adjective learning in adults and children","authors":"Julie M. Hupp , Melissa K. Jungers , Jarrett A. Rardon , Austin M. Posey , Samantha A. McDonald","doi":"10.1016/j.cogdev.2024.101457","DOIUrl":"10.1016/j.cogdev.2024.101457","url":null,"abstract":"<div><p>Prosody is used to indicate emotions, disambiguate syntax, and provide meaning. Less is known about prosody in word learning, but congruent prosody (e.g., loud/low pitch for large) leads to better memory than incongruent prosody (e.g., quiet/high pitch for large) for novel adjectives in adults (Shintel, Anderson, & Fenn, 2014). Children may also benefit from congruent prosodic information in word learning. This current research explores prosodic congruency and novel adjective learning in adults (Study 1) and preschool children (Study 2). Participants learned novel adjectives that were either congruent or incongruent in prosody and then they were tested in an implicit/picture task and an explicit/definition task. Although the prosody was not necessary to learn the words, the congruent condition showed greater accuracy than the incongruent condition across both tasks for adults and for the explicit task for children. This is the first demonstration that preschool children can benefit from congruent prosody, not just for referent selection, but also for learning novel adjectives.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"70 ","pages":"Article 101457"},"PeriodicalIF":1.8,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S088520142400042X/pdfft?md5=4a009e3ee3ff6428b74c9a300e7f42e7&pid=1-s2.0-S088520142400042X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141193816","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