Cognitive Development最新文献_第7页

When do children begin to care for others? The ontogenetic growth of empathic concern across the first two years of life 儿童何时开始关心他人？生命最初两年移情关注的本体成长

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-03-23 DOI: 10.1016/j.cogdev.2024.101439

Markus Paulus , Tamara Becher , Natalie Christner , Marina Kammermeier , Burkhard Gniewosz , Carolina Pletti

{"title":"When do children begin to care for others? The ontogenetic growth of empathic concern across the first two years of life","authors":"Markus Paulus , Tamara Becher , Natalie Christner , Marina Kammermeier , Burkhard Gniewosz , Carolina Pletti","doi":"10.1016/j.cogdev.2024.101439","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101439","url":null,"abstract":"<div><p>Empathic concern for others plays a central role for human cooperation and is proposed to be key in moral development. Developmental theories disagree on the age of emergence of empathic concern in human ontogeny and the factors supporting its early development. To assess different theoretical views, the current study longitudinally assessed infants’ (N = 127) reactions towards an experimenter and their mothers simulating pain at 6, 10, 14, and 18 months. As an emotional control condition, infants’ reactions towards a laughing experimenter were assessed. Maternal sensitivity, children’s temperamental emotionality, and self-recognition were included as predictors. True intraindividual change models were applied to capture the growth of empathic concern in early development. Overall, there were minor and inconsistent differences in children’s responses to laughing and crying others in the first year of life, whereas clear differences emerged in the second year. At 6 months, scale values of empathic concern were significantly related to measures of infant distress suggesting that infants experience emotional contagion and not veridical empathic concern. At 18 months, children’s concern towards the experimenter was related to their concern towards their mother. Maternal sensitivity, negative emotionality and self-recognition were related to children’s empathic concern within the second year. These findings suggest that empathic concern emerges in the second year and point to a gradual emergence of concern for others in human ontogeny.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"70 ","pages":"Article 101439"},"PeriodicalIF":1.8,"publicationDate":"2024-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885201424000248/pdfft?md5=15868644c7d957da0dc9e05dea9de5b3&pid=1-s2.0-S0885201424000248-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140190872","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

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-03-21 DOI: 10.1016/j.cogdev.2024.101440

Wienke Wannagat , Gerhild Nieding , Catharina Tibken

{"title":"Age-related decline of metacognitive comprehension monitoring in adults aged 50 and older: Effects of cognitive abilities and educational attainment","authors":"Wienke Wannagat , Gerhild Nieding , Catharina Tibken","doi":"10.1016/j.cogdev.2024.101440","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101440","url":null,"abstract":"<div><p>When reading complex expository texts, comprehension benefits from metacognitive monitoring of the comprehension process, which, in part, relies on memory and reasoning abilities that decrease with age. In a cross-sectional study, we examined age-related differences regarding metacognitive comprehension monitoring in adults aged between 50 and 77 (<em>N</em> = 176, <em>M</em> = 63;10 years, <em>SD</em> = 6;2). As an indicator of comprehension monitoring, we considered the number of detected inconsistencies in an inconsistency task. Our findings indicated a moderate but steady decrease of comprehension monitoring, which was mediated via a decrease in verbal intelligence. Besides this negative effect of age, we found a positive effect of educational attainment on comprehension monitoring. Thus, continued experience with texts, for instance provided in jobs that require a university degree, appears to positively affect comprehension monitoring. There was, however, no evidence of a compensatory effect of education on age-related declines in comprehension monitoring.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"70 ","pages":"Article 101440"},"PeriodicalIF":1.8,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S088520142400025X/pdfft?md5=94c125f06850dc8c71cbc48df7571e30&pid=1-s2.0-S088520142400025X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140180452","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

Modeling the associations between socioeconomic risk factors, executive function components, and reading among children in rural Côte d’Ivoire 科特迪瓦农村地区儿童的社会经济风险因素、执行功能要素和阅读之间的关联建模

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-03-13 DOI: 10.1016/j.cogdev.2024.101436

Faryal Khan , Brooke Wortsman , Hannah L. Whitehead , Joelle Hannon , Medha Aurora , Michael J. Sulik , Fabrice Tanoh , Hermann Akpe , Amy Ogan , Jelena Obradović , Kaja K. Jasińska

{"title":"Modeling the associations between socioeconomic risk factors, executive function components, and reading among children in rural Côte d’Ivoire","authors":"Faryal Khan , Brooke Wortsman , Hannah L. Whitehead , Joelle Hannon , Medha Aurora , Michael J. Sulik , Fabrice Tanoh , Hermann Akpe , Amy Ogan , Jelena Obradović , Kaja K. Jasińska","doi":"10.1016/j.cogdev.2024.101436","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101436","url":null,"abstract":"<div><p>Executive Functions (inhibitory control, cognitive flexibility and working memory) mediate the relationship between socioeconomic status and reading. However, little is known of the roles of individual executive functioning components in mediating the socioeconomic-reading achievement gap, especially in low- and middle-income countries. In Côte d’Ivoire, children experience many socioeconomic disadvantages (i.e., fewer household resources, maternal illiteracy), and kinship fostering (child in care of extended family while parents pursue economic opportunities elsewhere) is prevalent. This study examines the relation between executive functioning components, socioeconomic risks, and reading among 5th grade children in rural Côte d’Ivoire (<em>N =</em> 369). Poorer working memory mediated the relationship between higher cumulative socioeconomic risk (poverty, maternal illiteracy, fostering) and lower reading scores. Further, working memory fully mediated the negative effects of fostering risk on reading scores. Results suggest that executive functioning components are differentially impacted by environmental socioeconomic risks and play different roles in supporting reading development.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"70 ","pages":"Article 101436"},"PeriodicalIF":1.8,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140122929","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 understanding of COVID-19: Acquiring knowledge about germs and contagion amidst a global pandemic 儿童对 COVID-19 的理解：在全球大流行中获取有关细菌和传染病的知识

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-03-01 DOI: 10.1016/j.cogdev.2024.101433

Amanda C. Brandone

引用次数: 0

The relationships among working memory, inhibitory control, and mathematical skills in primary school children: Analogical reasoning matters 小学生工作记忆、抑制控制和数学能力之间的关系：类比推理的重要性

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-03-01 DOI: 10.1016/j.cogdev.2024.101437

Yue Qi , Yinghe Chen , Xiao Yu , Xiujie Yang , Xinyi He , Xiaoyu Ma

{"title":"The relationships among working memory, inhibitory control, and mathematical skills in primary school children: Analogical reasoning matters","authors":"Yue Qi , Yinghe Chen , Xiao Yu , Xiujie Yang , Xinyi He , Xiaoyu Ma","doi":"10.1016/j.cogdev.2024.101437","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101437","url":null,"abstract":"<div><p>The current study examined the mediating role of analogical reasoning in the relationships among working memory, inhibitory control, and children’s mathematical skills. Two hundred fifty-one students from first to third grades were tested on visual-spatial working memory, verbal working memory, inhibitory control, analogical reasoning, and different mathematical skills (i.e., symbolic number processing and mathematical reasoning). After controlling for age and gender, analogical reasoning significantly contributed to both symbolic number processing and mathematical reasoning. The relationship between verbal working memory and symbolic number processing, as well as the relationship between verbal working memory and mathematical reasoning, were significantly mediated by analogical reasoning. The exploratory analyses further revealed that there was no significant age difference in the roles of analogical reasoning. These results highlight the important role of analogical reasoning in explaining the relationships among working memory, inhibitory control, and children’s different mathematical abilities. The findings also indicate that analogical reasoning, the ability of identifying and processing critical relational information, may be a potential avenue to improve children’s mathematical skills.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"70 ","pages":"Article 101437"},"PeriodicalIF":1.8,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140000100","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 inhibitory control in Head Start children: Association with approaches to learning and academic outcomes in kindergarten 启蒙儿童抑制控制能力的发展：与幼儿园学习方法和学习成绩的关系

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-02-22 DOI: 10.1016/j.cogdev.2024.101434

Amber Beisly , Shinyoung Jeon

{"title":"Development of inhibitory control in Head Start children: Association with approaches to learning and academic outcomes in kindergarten","authors":"Amber Beisly , Shinyoung Jeon","doi":"10.1016/j.cogdev.2024.101434","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101434","url":null,"abstract":"<div><p>Inhibitory control (IC) and Approaches to Learning (AtL) are two critical domain-general indicators of school readiness that develop rapidly in early childhood and are associated with children's academic outcomes. IC undergoes rapid developmental changes between the ages of 3 and 5, and more studies are needed to examine this change over time. AtL describes how children learn in a classroom, and as such, it may mediate the relationship between IC and academic outcomes. AtL may mediate the relationship between IC and academic achievement for children; growth in IC supports children's ability to direct attention to teachers and peers during interactions, while AtL helps children persist and seek learning opportunities during interactions. Using the Age 3 cohort from the Head Start Family and Child Experiences Survey 2009 (FACES 2009), a latent growth curve analysis was used to examine how both the initial level and growth of IC in HS years to kindergarten were associated with children's academic outcomes in kindergarten as well as the potential mediational role of AtL. The intercept and slope of IC were found to predict children's abilities in AtL, language, and math scores in kindergarten. Moreover, AtL was identified as a mediator between the development of IC and the subsequent gains in math skills from Head Start to kindergarten. These findings underscore the significance of fostering IC development before children enter kindergarten, with AtL emerging as a crucial factor influencing their achievements in mathematics.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"70 ","pages":"Article 101434"},"PeriodicalIF":1.8,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139935943","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

Barriers to inclusion: Incorporating the social model in the study of children’s understanding of disability 融入社会的障碍：在研究儿童对残疾的理解时纳入社会模式

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-02-21 DOI: 10.1016/j.cogdev.2024.101435

Zoe S. Robertson, Vikram K. Jaswal

引用次数: 0

Cognitive factors contribute to the symbolic and the non-symbolic SNARC effects in children and adults 认知因素对儿童和成人的象征性和非象征性 SNARC 效应起作用

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-02-16 DOI: 10.1016/j.cogdev.2024.101422

Yaxin Zhang , Xiao Yu , Yue Qi , Han Zhang , Jiaqian Xu , Yinghe Chen

{"title":"Cognitive factors contribute to the symbolic and the non-symbolic SNARC effects in children and adults","authors":"Yaxin Zhang , Xiao Yu , Yue Qi , Han Zhang , Jiaqian Xu , Yinghe Chen","doi":"10.1016/j.cogdev.2024.101422","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101422","url":null,"abstract":"<div><p>The SNARC effect is a phenomenon in which the left hand reacts quickly to small numbers, and the right hand reacts quickly to large numbers. In this study, the symbolic and non-symbolic SNARC effects between 9-year-old children and adults were compared, and the cognitive mechanisms underlying these effects were examined in both groups. The findings indicate that children and adults exhibit significant symbolic and non-symbolic SNARC effects, with children having a stronger non-symbolic SNARC effect than adults. According to path analyses, visual perception and phonological awareness played important roles in children’s symbolic SNARC effect, whereas inhibitory control played an important role in adults’ symbolic SNARC effect. Three-dimensional mental rotation and phonological memory accounted for significant variance in the non-symbolic SNARC effect in children and adults. Working memory did not significantly contribute to symbolic or non-symbolic SNARC effects in children and adults. In sum, our findings would not only help understand the theoretical relationships among various cognitive skills and SNARC effects but also help to develop age-appropriate intervention programs related to the nature of spatial-numerical associations.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"70 ","pages":"Article 101422"},"PeriodicalIF":1.8,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139748974","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

To explore or exploit: Individual differences in preschool decision making 探索还是利用学前教育决策的个体差异

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-02-15 DOI: 10.1016/j.cogdev.2024.101432

Nancy Garon , Ellen Doucet

引用次数: 0

The use of fingers in addition: A longitudinal study in children from preschool to kindergarten 手指在加法中的应用：儿童从学前班到幼儿园的纵向研究

IF 1.8 3区心理学

Cognitive Development Pub Date : 2024-02-13 DOI: 10.1016/j.cogdev.2024.101431

Marie Krenger, Catherine Thevenot

{"title":"The use of fingers in addition: A longitudinal study in children from preschool to kindergarten","authors":"Marie Krenger, Catherine Thevenot","doi":"10.1016/j.cogdev.2024.101431","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101431","url":null,"abstract":"<div><p>Previous research has established that finger counting in arithmetic positively correlates with accuracy in 5 ½ to 8-year-old children. Whether this relation also exists in younger children was unknown until the present study in which 172 children aged 4 ½ years (<em>M</em> = 56 months) were followed over one year across 3 sessions spaced 6 months apart. Initially, we observed 31 children who calculated on their fingers to solve addition problems, they were 43 at session 2 and 66 at session 3. Even though a minority of children used their fingers at each session, establishing their developmental pathways in the use of finger counting revealed that more than a half of them had used their fingers at least in one of the three sessions (87 children out of 172). Using this strategy proved highly advantageous because, at each session, finger users were more accurate than non-finger users, which reproduces the observations made in older children. Moreover, when children did not use their fingers, they were always more accurate if they had used their fingers in a previous session than if they had not. Children were also more likely to present accuracy improvement between two sessions when finger counting was observed for the first time or was repeatedly observed across sessions than when it had never been observed or was not observed in the prior session. Finally, children who never used their fingers across the three sessions corresponded to children with the lowest performance in addition and the lowest intellectual capacities. These results show that finger counting not only improves addition performance but also maximizes young children’s chances to develop good addition skills.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"70 ","pages":"Article 101431"},"PeriodicalIF":1.8,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885201424000169/pdfft?md5=01bf70f2fbb21d0ba7d40563f7342be1&pid=1-s2.0-S0885201424000169-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139733018","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