Cognitive Development最新文献_第7页

One book, two minds: Understanding differences in maternal mental state talk during storytelling across siblings 一本书，两种思想：理解兄弟姐妹讲故事时母亲精神状态谈话的差异

IF 1.8 3区心理学

Cognitive Development Pub Date : 2026-04-01 Epub Date: 2026-04-17 DOI: 10.1016/j.cogdev.2026.101703

Aisling Mulvihill , Callyn Farrell , Ellen Sanderson , Linda Gilmore , Monica Cuskelly , Virginia Slaughter

{"title":"One book, two minds: Understanding differences in maternal mental state talk during storytelling across siblings","authors":"Aisling Mulvihill , Callyn Farrell , Ellen Sanderson , Linda Gilmore , Monica Cuskelly , Virginia Slaughter","doi":"10.1016/j.cogdev.2026.101703","DOIUrl":"10.1016/j.cogdev.2026.101703","url":null,"abstract":"<div><div>When calibrated to a child’s developmental readiness, maternal mental state talk (MST) presents a powerful mechanism through which mothers can scaffold their children’s understanding of the mind. This study investigated developmentally sensitive differentiation in maternal MST during dyadic interactions across two siblings aged 2.5–8years. Using a within-family design, mothers were observed engaging separately with each child using a wordless picture book, allowing for direct comparison of maternal talk across siblings. Mothers demonstrated less verbosity, proportionally fewer perception terms and proportionally more cognition terms during interactions with older compared to younger siblings. Moreover, maternal adjustment in cognition term use across siblings was associated with developmental differences in theory of mind understanding, but not age, language, or IQ, suggesting maternal linguistic sensitivity to each child’s unique social-cognitive capabilities. This study highlights how maternal MST is dynamically shaped by the real-time needs and capacities of each child in the family system.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"78 ","pages":"Article 101703"},"PeriodicalIF":1.8,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147702799","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 prosocial and selfish rule-breaking following an implicit quid pro quo 儿童亲社会和自私的违规行为遵循隐性交换条件

IF 1.8 3区心理学

Cognitive Development Pub Date : 2026-04-01 Epub Date: 2026-04-23 DOI: 10.1016/j.cogdev.2026.101705

Leon Li, Sebastian Grueneisen

引用次数: 0

Influences of training length on the effectiveness of a number board intervention for 6-year-old German kindergartners 训练时间对6岁德文幼儿园儿童数字板干预效果的影响

IF 1.8 3区心理学

Cognitive Development Pub Date : 2026-04-01 Epub Date: 2026-02-13 DOI: 10.1016/j.cogdev.2026.101684

Maria-Aikaterini Chatzaki , Valérie-D. Berner , Korbinian Moeller

{"title":"Influences of training length on the effectiveness of a number board intervention for 6-year-old German kindergartners","authors":"Maria-Aikaterini Chatzaki , Valérie-D. Berner , Korbinian Moeller","doi":"10.1016/j.cogdev.2026.101684","DOIUrl":"10.1016/j.cogdev.2026.101684","url":null,"abstract":"<div><div>Game-based learning approaches are an effective way of facilitating mathematical learning in early childhood. Considering constraints on staff and time resources in early childhood education, this study evaluated whether a four-session intervention using a linear number board game, designed to foster early mathematical development in preschool children aged around 6 years would lead to significantly more pronounced early mathematical development compared to a business as usual control group und thus behave similarly to a longer six-session intervention using the same game. Mathematical development was considered in terms of progressions, stagnations, and regressions across levels of early mathematical development as assessed by a standardized test of early mathematical skills. Results indicated that changes from pre- to post-test differed significantly across groups with both, the groups completing four or six game sessions presenting with significantly more pronounced mathematical development compared to the control group. In particular, the six-session group yielded the most progressions, followed by the four-session group, and the control group. At the same time, significantly more stagnations were observed for the control group, while regressions to lower levels of mathematical development were minimal for all three groups. These results substantiate that regular engagement with linear number board games can effectively facilitate early mathematical development before school entry, offering a practical and accessible educational tool in early childhood education.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"78 ","pages":"Article 101684"},"PeriodicalIF":1.8,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146175015","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

Is variety the spice of life? The role of variability in early word learning 变化是生活的调味品吗？变异在早期词汇学习中的作用

IF 1.8 3区心理学

Cognitive Development Pub Date : 2026-04-01 Epub Date: 2026-05-09 DOI: 10.1016/j.cogdev.2026.101713

Nicholas Tippenhauer

{"title":"Is variety the spice of life? The role of variability in early word learning","authors":"Nicholas Tippenhauer","doi":"10.1016/j.cogdev.2026.101713","DOIUrl":"10.1016/j.cogdev.2026.101713","url":null,"abstract":"<div><div>Children hear words that refer to a range of referents and are produced by a variety of speakers across many contexts. A child’s task is to learn a word in the face of this variability. For decades, researchers have explored how different kinds of variation may influence early word learning. In this review, I focus on variation of three factors: exemplars, speakers and physical contexts. These features differ in how relevant they are to pairing a word with its meaning. Based on the complex findings from past work, I propose a desirable variability framework to predict how variation may affect word learning. The amount of desirable variability is dependent upon a combination of domain-general cognitive skills, like working memory and selective attention, and domain-specific conceptual understanding of words. Cognitively, a child must be able to attend to relevant features of input while simultaneously suppressing irrelevant noise. Conceptually, a child must know what may be relevant to word learning. These skills vary across learners and development, which means the amount of desirable variability that facilitates acquiring a label is dynamic. This review advances theories of lexical development by distinguishing between how relevant (e.g., variable referents) and irrelevant (e.g., incidental contexts, speakers) variation influence early word learning. The review also captures important features of learning environments and offers a framework for connecting observable variation in natural input with mechanisms of learning and development.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"78 ","pages":"Article 101713"},"PeriodicalIF":1.8,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147950899","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

Why copy faithfully? Examining the role of social affiliation and norms understanding in preschoolers’ overimitation 为什么要忠实地抄写？研究社会隶属关系和规范理解在学龄前儿童过度模仿中的作用

IF 1.8 3区心理学

Cognitive Development Pub Date : 2026-04-01 Epub Date: 2026-05-04 DOI: 10.1016/j.cogdev.2026.101706

Marilyne Dragon , Brittany Montpetit, Diane Poulin-Dubois

{"title":"Why copy faithfully? Examining the role of social affiliation and norms understanding in preschoolers’ overimitation","authors":"Marilyne Dragon , Brittany Montpetit, Diane Poulin-Dubois","doi":"10.1016/j.cogdev.2026.101706","DOIUrl":"10.1016/j.cogdev.2026.101706","url":null,"abstract":"<div><div>Children engage in social learning, for example through overimitation, defined as copying clearly causally redundant actions. The goal of the current set of experiments was to identify the mechanisms underlying overimitation. We tested the social affiliation and normative theoretical accounts to determine whether one better predicts overimitation and examined how overimitation relates to other socio-cognitive abilities. In Experiment 1, 4.5-year-old children (n = 80) completed an overimitation task, an in-group preference task (social affiliation account) and a selective trust task. Parents completed questionnaires assessing their authoritarian parenting values (normative account) and their child’s theory of mind. Results indicated a link between overimitation and in-group preference, consistent with the social affiliation account, but parenting values and overimitation were unrelated. Previous research showing a dissociation between overimitation and both selective trust and theory of mind was replicated. To further explore the relation between overimitation and social affiliation, and to measure normative tendencies with a laboratory-based task, Experiment 2 tested 4-year-old children (n = 73). The same overimitation and in-group preference tasks were administered, as well as a task measuring normative protest. Results showed no significant association among tasks, suggesting that the link between overimitation and social affiliation appears only when children have developed stronger in-group preferences. Overall, the findings provide stronger support for the social affiliation account than the normative account, at least in 4.5-year-old children. To our knowledge, this is the first study to document an association between overimitation and social affiliation using a separate, direct measure of in-group preference.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"78 ","pages":"Article 101706"},"PeriodicalIF":1.8,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147849731","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 approximate number sense is (little more than) spatial skills 近似的数字感是一种空间技能

IF 1.8 3区心理学

Cognitive Development Pub Date : 2026-04-01 Epub Date: 2026-04-03 DOI: 10.1016/j.cogdev.2026.101701

Ilse E.J.I. Coolen , Nicholas Judd , Rogier A. Kievit , Julie Castronovo

引用次数: 0

Functions of autobiographical memory in mother-adolescent reminiscing about emotionally charged events 自传式记忆在母亲-青少年情感事件回忆中的功能

IF 1.8 3区心理学

Cognitive Development Pub Date : 2026-04-01 Epub Date: 2026-02-05 DOI: 10.1016/j.cogdev.2026.101672

Nur Elibol-Pekaslan , Basak Sahin-Acar , Michelle D. Leichtman

引用次数: 0

Relations between morphological awareness, vocabulary knowledge and word reading in different orthographies and scripts: Evidence from Africa and Asia 不同正字法和文字中词形意识、词汇知识和单词阅读的关系：来自非洲和亚洲的证据

IF 1.8 3区心理学

Cognitive Development Pub Date : 2026-04-01 Epub Date: 2026-03-31 DOI: 10.1016/j.cogdev.2026.101698

Lieke Stoffelsma , Kelvin Fai Hong Lui , Catherine McBride , Isaac N. Mwinlaaru , Yanyan Ye

{"title":"Relations between morphological awareness, vocabulary knowledge and word reading in different orthographies and scripts: Evidence from Africa and Asia","authors":"Lieke Stoffelsma , Kelvin Fai Hong Lui , Catherine McBride , Isaac N. Mwinlaaru , Yanyan Ye","doi":"10.1016/j.cogdev.2026.101698","DOIUrl":"10.1016/j.cogdev.2026.101698","url":null,"abstract":"<div><div>This study investigated the relations between morphological awareness (MA), vocabulary knowledge and word reading among first language learners of Akan, Chinese and Zulu, together representing two different scripts and three different morphological systems. By including three languages that are underrepresented in cross-linguistic literacy research, the study contributed to a more inclusive global research on child development. As the languages under study represent a unique set of linguistic features that are distinct from Indo-European languages, the study broadens our understanding of nuances in linguistic relations. Participants included native speakers of Akan (n = 217), Chinese (n = 275) and Zulu (n = 175) with a mean age of 13.0; 9.5; and 11.7 years respectively. Informed by the Lexical Quality Hypothesis (LQH), through path analysis, the study tested the relations between MA, vocabulary and word reading. The same model produced the best fit for all three languages, indicating that MA contributes directly to word reading and vocabulary in all three languages, thereby expanding support for the LQH. An indirect effect from MA to word reading via vocabulary was found for Chinese only. For languages that demand strong visual skills of their readers, i.e. Chinese and Zulu, a significant relation from vocabulary knowledge to word reading was confirmed, suggesting that readers partly depend on a lexical route for word reading. The study concludes that certain linguistic relations do not structurally differ across languages with different scripts and morphological systems, but relative contributions of each construct vary as a function of language features. Implications for practice are discussed.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"78 ","pages":"Article 101698"},"PeriodicalIF":1.8,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147599810","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

Seeing the big picture: How early-learned nouns and their referents co-occur in children’s picture books 看大局：早期学习的名词和它们的指涉物是如何在儿童绘本中共同出现的

IF 1.8 3区心理学

Cognitive Development Pub Date : 2026-04-01 Epub Date: 2026-02-09 DOI: 10.1016/j.cogdev.2026.101676

Amanda Mankovich , Sumarga H. Suanda

{"title":"Seeing the big picture: How early-learned nouns and their referents co-occur in children’s picture books","authors":"Amanda Mankovich , Sumarga H. Suanda","doi":"10.1016/j.cogdev.2026.101676","DOIUrl":"10.1016/j.cogdev.2026.101676","url":null,"abstract":"<div><div>Shared picture book reading is well established as an activity with potential to boost vocabulary acquisition. One way that cognitive and developmental scientists have sought to better understand the potential mechanisms by which reading picture books supports acquisition is through detailed examinations of the content of these books. Such analyses have revealed different ways in which the linguistic elements of children’s picture books are both rich and distinct from those observed in child-directed speech, raising the possibility that the linguistic environment promoted by shared book reading may be key to its power. The current study provides data to suggest that the <em>visual</em> elements of children’s picture books may also deserve some consideration. In an analysis of 128 picture books commonly read to children in North America, we found that the visual depictions of early-learned nouns are in line with research on what facilitates early word learning in three specific ways: (1) nouns and their referents co-occur at high rates, (2) noun-referent co-occurrence patterns are tightly aligned temporally, and (3) the referents of early-learned nouns were visually frequent. Further analyses reveal how some of these properties were more prominent for the earliest learned nouns and in books targeting the youngest of audiences. The implications of these findings for how children learn from picture books and for the learning environment that is cultivated by reading them are discussed.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"78 ","pages":"Article 101676"},"PeriodicalIF":1.8,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146175013","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

Associations between infant multilingualism and language production and their effects on preschool-aged language development 幼儿多语能力与语言产生的关系及其对学龄前语言发展的影响

IF 1.8 3区心理学

Cognitive Development Pub Date : 2026-04-01 Epub Date: 2026-02-13 DOI: 10.1016/j.cogdev.2026.101687

Jasmine Valenzuela , Su Hyun Kim , Paige Banducci , Claudia Bonaccorso , Sheila Degotardi , Emilia Djonov , Naomi Sweller

{"title":"Associations between infant multilingualism and language production and their effects on preschool-aged language development","authors":"Jasmine Valenzuela , Su Hyun Kim , Paige Banducci , Claudia Bonaccorso , Sheila Degotardi , Emilia Djonov , Naomi Sweller","doi":"10.1016/j.cogdev.2026.101687","DOIUrl":"10.1016/j.cogdev.2026.101687","url":null,"abstract":"<div><div>Multilingual status has been found to influence children’s language development, with language production differences emerging between monolingual and multilingual children. While multilingual children have been found to produce more gestures than monolingual children, the opposite has been shown for speech-based language. Although previous research established differences between monolingual and multilingual children’s language development, there is more limited research with infants exposed to varying levels of English at home. Further, early childhood education and care centres constitute an increasing influence on infants’ education and development. To date, studies have primarily used home or laboratory contexts, with minimal attention given to educational environments. The present study aimed to first examine whether monolingual and multilingual infants’ language production differed within an early childhood education context. Second, the impacts of infant language production on later language outcomes were assessed, as well as whether this effect was moderated by lingual status. Language production in 188 12–21-month-old infants was measured in three ways: solely speech production, solely gesture production, and gesture with speech production. Receptive vocabulary and narrative language production were measured for 175 of these children at 48 months of age. Results suggested that while frequency of language production in infancy did not affect later language outcomes, lingual status played an influential role in both infant language production and later preschool-aged receptive language. Monolingual infants produced greater speech quantity than their multilingual counterparts and presented with greater preschool-aged receptive, but not narrative, language skills, over and above gesture and speech production.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"78 ","pages":"Article 101687"},"PeriodicalIF":1.8,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146175011","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