Cognitive Development最新文献_第9页

The development of susceptibility to geometric visual illusions in children – A systematic review 儿童几何视错觉易感性的发展--系统回顾

IF 1.8 3区心理学

Cognitive Development Pub Date : 2023-12-09 DOI: 10.1016/j.cogdev.2023.101410

Radoslaw Wincza, Calum Hartley, Jerome Fenton-Romdhani, Sally Linkenauger, Trevor Crawford

{"title":"The development of susceptibility to geometric visual illusions in children – A systematic review","authors":"Radoslaw Wincza, Calum Hartley, Jerome Fenton-Romdhani, Sally Linkenauger, Trevor Crawford","doi":"10.1016/j.cogdev.2023.101410","DOIUrl":"10.1016/j.cogdev.2023.101410","url":null,"abstract":"<div><p>Investigating children’s susceptibility to visual illusions (VIs) offers a unique window into the development of human perception. Although research in this field dates back to the seminal work of Binet in 1895, developmental trajectories for many VIs remain unclear. Here, for the very first time, we provide a comprehensive systematic review of research investigating children’s susceptibility to five of the most famous VIs: the Ebbinghaus, Ponzo, Müller-Lyer, Poggendorff, and Vertical-Horizontal illusions. Following PRISMA best-practice guidelines, 70 articles were identified across four databases (Scopus, PsycInfo, PsycArticles, and Web of Science). Our findings reveal opposing developmental trends across illusions; the magnitude of the Müller-Lyer, Poggendorff, and Vertical-Horizontal illusions tends to decrease with age, while the magnitude of the Ebbinghaus and Ponzo illusions typically increases with age. However, developmental trajectories identified by studies investigating the same illusion can vary dramatically due to substantial variability in methods and stimuli. Researchers are more likely to find decreasing VI magnitude with increasing age when employing the method of adjustment response paradigm, whereas the two-way alternative forced-choice paradigm typically reveals greater VI magnitude with increasing age. These findings suggest that conclusions regarding the development of VI susceptibility may be influenced by how they are studied and implicate the involvement of different cognitive abilities across response methods. These findings will benefit future research in dissociating the role of perceptual (e.g. the maturation of the brain's visual areas) and cognitive factors (e.g., attention span) in pinpointing the development trajectories for VI susceptibility.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"69 ","pages":"Article 101410"},"PeriodicalIF":1.8,"publicationDate":"2023-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885201423001156/pdfft?md5=39a4e949396a8b9d5944e62e595b6c58&pid=1-s2.0-S0885201423001156-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138553170","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

Me and my mom: Self and mother provide similar memory benefits for source memory in adolescents 我和我妈妈:自我和母亲对青少年源记忆提供了类似的记忆益处

IF 1.8 3区心理学

Cognitive Development Pub Date : 2023-11-29 DOI: 10.1016/j.cogdev.2023.101407

Nicole M. Rosa, Jacquelyn N. Raftery-Helmer, Taylor R. Whittredge, Anna Grady

引用次数: 0

First insights into infants' and children's aha-experiences: A parent report study 第一次洞察婴儿和儿童的快乐经历:一项父母报告研究

IF 1.8 3区心理学

Cognitive Development Pub Date : 2023-11-22 DOI: 10.1016/j.cogdev.2023.101397

Josefine Haugen , Mathilde H. Prenevost , Ida B.R. Nilsen , Rolf Reber

引用次数: 0

Is the order of learning numerals universal? Evidence from eight countries and six languages 学习数字的顺序是普遍的吗?证据来自八个国家和六种语言

IF 1.8 3区心理学

Cognitive Development Pub Date : 2023-11-21 DOI: 10.1016/j.cogdev.2023.101391

Lee Copping , Peter Tymms , Gabrijela Aleksić , Tiago Bartholo , Sarah J Howie , Mariane Campelo Koslinski , Christine Merrell , Maša Vidmar , Helen Wildy

{"title":"Is the order of learning numerals universal? Evidence from eight countries and six languages","authors":"Lee Copping , Peter Tymms , Gabrijela Aleksić , Tiago Bartholo , Sarah J Howie , Mariane Campelo Koslinski , Christine Merrell , Maša Vidmar , Helen Wildy","doi":"10.1016/j.cogdev.2023.101391","DOIUrl":"https://doi.org/10.1016/j.cogdev.2023.101391","url":null,"abstract":"<div><p>Cramman et al. (2018) proposed that numerical symbol identification may constitute a universally predictive measure of early mathematical development. While a broad pathway to learning number symbols is unsurprising, lack of systematic variation in acquisition order relative to factors such as teaching, age, country, progression stage, is. This study evidences unidimensionality of measurement of the order of ability clusters of numbers, showing that variations are minor across eight countries and, importantly, six instructional languages. This invariance suggests early symbol identification could represent a universal measurement which could a) instructionally inform teaching and learning of classroom mathematics, b) work predictively as an educational research tool and c) offer a foundation for valid international comparisons of the mathematical development of children. Tentatively, this study suggests numerical symbol identification may be a universal measure to assess mathematical cognition in early years education that is unaffected by language of instruction, gender, time of assessment and country.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"69 ","pages":"Article 101391"},"PeriodicalIF":1.8,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885201423000965/pdfft?md5=5da52fdc0e8a8c06bf520202cdd54d03&pid=1-s2.0-S0885201423000965-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138423040","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

An eye movement study on the mechanisms of reading fluency development 阅读流畅性发展机制的眼动研究

IF 1.8 3区心理学

Cognitive Development Pub Date : 2023-11-17 DOI: 10.1016/j.cogdev.2023.101395

Jarkko Hautala , Stefan Hawelka , Miia Ronimus

{"title":"An eye movement study on the mechanisms of reading fluency development","authors":"Jarkko Hautala , Stefan Hawelka , Miia Ronimus","doi":"10.1016/j.cogdev.2023.101395","DOIUrl":"https://doi.org/10.1016/j.cogdev.2023.101395","url":null,"abstract":"<div><p>Little is known about how word recognition processes, such as decoding, change when reading fluency improves during the school year. Such knowledge may have practical importance by determining which aspects of reading are most malleable at a certain age and reading level. The development of word-recognition subprocesses of third- and fourth-grade Finnish students (<em>n</em> = 81) with variable reading fluency was explored from longitudinal (6-month) text reading eye-tracking data. Generic development of the word recognition system was assessed from longitudinal changes in first fixation, average refixation durations and the number of first-pass fixations. The development of orthographic word representations and decoding was studied by examining the longitudinal changes in word frequency and word length effects, respectively. According to the results, the gain in reading fluency was mainly associated with decreases in first fixation and refixation durations. These decreases, in turn, inhibited the reduction in the number of fixations. However, students who could overcome this inhibitory effect, that is, by reading both with shorter fixation durations and with fewer fixations, developed most in reading fluency. The results seem to indicate that reading fluency development is driven by increased efficiency in representing letter strings in working memory. Over time, this development may lead to fewer fixations made into a word and, thus, more letters processed during each fixation.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"69 ","pages":"Article 101395"},"PeriodicalIF":1.8,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885201423001004/pdfft?md5=14883cac510062323c1f4ad64b01ebab&pid=1-s2.0-S0885201423001004-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138412571","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

Prospects and challenges in the use of puppets in developmental psychology: Royal road to the child’s mind or a dead end? 发展心理学中木偶使用的前景与挑战:通往儿童心灵的大道还是死胡同?

IF 1.8 3区心理学

Cognitive Development Pub Date : 2023-11-17 DOI: 10.1016/j.cogdev.2023.101399

Markus Paulus , Jessica Caporaso

引用次数: 0

Who helps best? Children’s evaluation of knowledgeable versus wealthy individuals in negative event contexts 谁的帮助最大?消极事件背景下儿童对知识渊博者和富有者的评价

IF 1.8 3区心理学

Cognitive Development Pub Date : 2023-11-16 DOI: 10.1016/j.cogdev.2023.101396

Kimberly E. Marble , Janet J. Boseovski

{"title":"Who helps best? Children’s evaluation of knowledgeable versus wealthy individuals in negative event contexts","authors":"Kimberly E. Marble , Janet J. Boseovski","doi":"10.1016/j.cogdev.2023.101396","DOIUrl":"https://doi.org/10.1016/j.cogdev.2023.101396","url":null,"abstract":"<div><p>Children favor knowledgeable people in information-seeking contexts, but is this preference maintained when other resources are available to resolve problems? This study addressed whether children relied on knowledge or wealth to decide who is qualified to help someone in need. Sixty-four 5- to 8-year-olds heard stories in which two bystanders (i.e., knowledgeable versus wealthy) witnessed a negative event. Children judged which bystander should assist a victim and which should supervise the situation. Children evaluated each bystander’s strategies and duty to help. Across ages, children indicated that the knowledgeable bystander should provide aid, supervise, and help more than the wealthy bystander, but made positive trait attributions about both bystanders. Children referenced how knowledge could produce solutions and with age, were better able to make knowledge- rather than wealth-related predictions about helpful behavior. These findings shed light on children’s understanding of wealth and draw connections between children’s reasoning about knowledge, wealth, and morality.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"69 ","pages":"Article 101396"},"PeriodicalIF":1.8,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138423041","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

Identifying parental math talk styles and relations to child talk and skills 识别父母的数学谈话风格及其与儿童谈话和技能的关系

IF 1.8 3区心理学

Cognitive Development Pub Date : 2023-11-15 DOI: 10.1016/j.cogdev.2023.101398

Rebecca McGregor, Diana Leyva, Melissa E. Libertus

{"title":"Identifying parental math talk styles and relations to child talk and skills","authors":"Rebecca McGregor, Diana Leyva, Melissa E. Libertus","doi":"10.1016/j.cogdev.2023.101398","DOIUrl":"https://doi.org/10.1016/j.cogdev.2023.101398","url":null,"abstract":"<div><p>Prior studies on parental math talk often emphasize utterance frequency, with few distinguishing between utterance types (e.g., questions, statements, and confirmations). This study identified parental math talk styles (i.e., combinations of utterance types) and examined associations with children’s math and language performance. Participants were 76 mostly middle-income, White parents and their four-year-old children. Dyads’ conversations while looking at pictures were transcribed and coded for math content and children completed math and language assessments. Cluster analyses identified three parental math talk styles: Math Discussers privileged math questions and statements over other utterances, Math Commentators privileged math statements over other utterances, and Math Elicitors privileged math questions over other utterances. Math Discussers tended to be more likely than Math Commentators to have children who spoke more about math. Parental math styles did not relate to children’s math or language skills. Findings suggest parental math talk styles are promising to understand early math support.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"69 ","pages":"Article 101398"},"PeriodicalIF":1.8,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138412572","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

Selection of information necessary for successful self-derivation 成功自我推导所需信息的选择

IF 1.8 3区心理学

Cognitive Development Pub Date : 2023-10-01 DOI: 10.1016/j.cogdev.2023.101364

Jessica A. Dugan, Katherine Lee, Melanie H. Hanft, Patricia J. Bauer

{"title":"Selection of information necessary for successful self-derivation","authors":"Jessica A. Dugan, Katherine Lee, Melanie H. Hanft, Patricia J. Bauer","doi":"10.1016/j.cogdev.2023.101364","DOIUrl":"10.1016/j.cogdev.2023.101364","url":null,"abstract":"<div><p>Accumulation of knowledge relies in part on self-derivation of new semantic knowledge through integration of separate yet related learning episodes. Prior research suggests that individual and developmental variability in self-derivation is due to differences in the precursor processes of encoding, reactivation, and integration. In the present research, we examined a fourth potential precursor process: selection of learning episodes most relevant to the target self-derived knowledge. In two experiments, we examined selection of information most relevant to self-derivation in 8-year-olds (Experiments 1 and 2) and 12-year-olds (Experiment 2). Both age groups self-derived even when there were several candidate facts from which to select. Older children had higher levels of self-derivation performance and made more correct selections than younger children. Within and across age groups, selection performance significantly predicted trial-level self-derivation success. These data provide evidence that selection of facts necessary for self-derivation contributes to the robust variability observed in self-derivation.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"68 ","pages":"Article 101364"},"PeriodicalIF":1.8,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41372864","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 executive function during the COVID-19 pandemic in Argentina: Associations with home literacy, reading, and screen times COVID-19大流行期间阿根廷儿童的执行功能:与家庭扫盲、阅读和屏幕时间的关系

IF 1.8 3区心理学

Cognitive Development Pub Date : 2023-10-01 DOI: 10.1016/j.cogdev.2023.101378

Ángel Tabullo , Lorena Canet-Juric , Valeria Abusamra

{"title":"Children’s executive function during the COVID-19 pandemic in Argentina: Associations with home literacy, reading, and screen times","authors":"Ángel Tabullo , Lorena Canet-Juric , Valeria Abusamra","doi":"10.1016/j.cogdev.2023.101378","DOIUrl":"https://doi.org/10.1016/j.cogdev.2023.101378","url":null,"abstract":"<div><p>Several studies indicated that the COVID-19 pandemic and the containment measures it required (including social distancing, quarantine and school closure) had a significant impact on children’s mental health. The present study aimed to examine executive function difficulties at behavioural level in school children during the COVID-19 lockdown, and to analyze potential associations with home literacy environment, current reading and screen times. Data were collected from mothers of 210 children (9–12 years old) through an online survey. Incidence of EF issues was higher for fourth graders in the flexibility and working memory domains, possibly reflecting developmental differences. Significant increases in children screen times were observed, while most of them did not read for pleasure on a daily basis. Parents’ literacy beliefs and children’s current leisure reading times were negative predictors of executive function difficulties (with reading times partially mediating literacy beliefs’ effects), which increased with videogame times (particularly in 4th graders). Nevertheless, perceived changes on screen or reading times with respect to prepandemic levels were not associated with executive function scores. The results might indicate: 1) opposite effects of literacy and video game times over children’s executive functioning; 2) a preference for reading or screen recreational use according to their executive function profiles; or 3) a combination of both. Our findings highlight the relation of home literacy environment, reading and screen times with children’s cognitive development, and the importance of following their trajectory during postpandemic times.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"68 ","pages":"Article 101378"},"PeriodicalIF":1.8,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49718015","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