Pub Date : 2022-04-07DOI: 10.1080/15248372.2022.2063293
Y. Kuzmina, I. Antipkina
ABSTRACT There are two lines of discussion regarding the function of the Approximate Number System (ANS). The first line focuses on the extent to which visual cues affect the estimation of numerosity. The second line investigates the extent to which ANS precision is associated with symbolic math performance. The current study combined these two lines of discussion. Data from the nonsymbolic comparison test and the math achievement of 313 first graders (mean age: 7.6 years; 51% girls) from Russia were analyzed. First, we estimated the extent to which the effect of nonnumerical visual cues on nonsymbolic numerosity estimation varied across the four formats of stimulus presentation: separated/homogenous, separated/heterogeneous, mixed/homogeneous and mixed/heterogeneous. The results revealed that in the mixed/heterogeneous format of stimulus presentation, the congruency effect was not significant with respect to accuracy and was negative with respect to reaction time (RT). The reduction in the congruency effect may indicate that in this format, the participants tended to directly estimate numerosity, ignoring visual cues. Second, we tested the association between math achievement and precision on the ANS test in each format. The results demonstrated that accuracy in the separated/homogenous format had no significant association with math performance, while accuracy in other formats had significant associations with math performance. Moreover, accuracy in the mixed/heterogeneous format had a larger association than that found in other formats. This result might indicate that ANS accuracy has a significant association with math achievement in formats that demonstrate a smaller congruency effect and greater involvement of the direct estimation of numerosity.
{"title":"The Association between Approximate Number Sense (ANS) and Math Achievement Depends on the Format of the ANS Test","authors":"Y. Kuzmina, I. Antipkina","doi":"10.1080/15248372.2022.2063293","DOIUrl":"https://doi.org/10.1080/15248372.2022.2063293","url":null,"abstract":"ABSTRACT There are two lines of discussion regarding the function of the Approximate Number System (ANS). The first line focuses on the extent to which visual cues affect the estimation of numerosity. The second line investigates the extent to which ANS precision is associated with symbolic math performance. The current study combined these two lines of discussion. Data from the nonsymbolic comparison test and the math achievement of 313 first graders (mean age: 7.6 years; 51% girls) from Russia were analyzed. First, we estimated the extent to which the effect of nonnumerical visual cues on nonsymbolic numerosity estimation varied across the four formats of stimulus presentation: separated/homogenous, separated/heterogeneous, mixed/homogeneous and mixed/heterogeneous. The results revealed that in the mixed/heterogeneous format of stimulus presentation, the congruency effect was not significant with respect to accuracy and was negative with respect to reaction time (RT). The reduction in the congruency effect may indicate that in this format, the participants tended to directly estimate numerosity, ignoring visual cues. Second, we tested the association between math achievement and precision on the ANS test in each format. The results demonstrated that accuracy in the separated/homogenous format had no significant association with math performance, while accuracy in other formats had significant associations with math performance. Moreover, accuracy in the mixed/heterogeneous format had a larger association than that found in other formats. This result might indicate that ANS accuracy has a significant association with math achievement in formats that demonstrate a smaller congruency effect and greater involvement of the direct estimation of numerosity.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42454500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-04DOI: 10.1080/15248372.2022.2058509
Zachary S. Gold, J. Perlman, N. Howe, A. A. Mishra, Ganie Dehart, Hannah Hertik, J. Buckley
ABSTRACT Problem solving is an important cognitive skill that children use to plan and navigate various developmental and social tasks. Although previous research was theory-grounded and systematic, to our knowledge, no research has observed and documented children’s problem solving as a primary objective in naturalistic developmental contexts, such as home-based play with friends. The current study used a new observational measure to evaluate associations between children’s frequency of verbal and behavioral problem solving during play with friends and the extent to which they completed a toy construction task. Sixty-eight 7-year-old friends from the Northeast United States were observed in 34 play dyads. Results revealed a significant positive association between problem solving and task completion with no significant gender or play set differences. Results provide initial evidence that observing friends’ shared problem solving behavior may have pedagogical implications for cognitive development in typical early childhood settings.
{"title":"An Observational Study of Children’s Problem Solving during Play with Friends","authors":"Zachary S. Gold, J. Perlman, N. Howe, A. A. Mishra, Ganie Dehart, Hannah Hertik, J. Buckley","doi":"10.1080/15248372.2022.2058509","DOIUrl":"https://doi.org/10.1080/15248372.2022.2058509","url":null,"abstract":"ABSTRACT Problem solving is an important cognitive skill that children use to plan and navigate various developmental and social tasks. Although previous research was theory-grounded and systematic, to our knowledge, no research has observed and documented children’s problem solving as a primary objective in naturalistic developmental contexts, such as home-based play with friends. The current study used a new observational measure to evaluate associations between children’s frequency of verbal and behavioral problem solving during play with friends and the extent to which they completed a toy construction task. Sixty-eight 7-year-old friends from the Northeast United States were observed in 34 play dyads. Results revealed a significant positive association between problem solving and task completion with no significant gender or play set differences. Results provide initial evidence that observing friends’ shared problem solving behavior may have pedagogical implications for cognitive development in typical early childhood settings.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49480612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-04DOI: 10.1080/15248372.2022.2058508
Brittany N. Thompson, T. Goldstein
ABSTRACT Pretend play is an important, universal activity of early childhood, but research to date contains multiple inconsistencies in definitions and measurement of pretend play. To begin to resolve this issue, we conducted a first study of the multiple different behaviors of pretend play in the preschool years (3–5 years), and investigated their developmental progression. Pretend play can be defined by five core behaviors, theorized to develop in this order: object substitution, attributing pretend properties, social interactions, role play, and metacommunication. We created a new observational measure to capture all five simultaneously for the first time, and used this measure in 34 hours of naturalistic observation of preschoolers (N = 73) engaged in play. Children’s age was a significant, positive predictor of engagement in the higher-level pretense behaviors (social interactions, role play, metacommunication), and of engagement in multiple behaviors simultaneously. This study provides initial support for the theorized developmental progression of pretend play and provides a framework for future research.
{"title":"Observing the Developmental Progression of Pretend Play across the Preschool Years","authors":"Brittany N. Thompson, T. Goldstein","doi":"10.1080/15248372.2022.2058508","DOIUrl":"https://doi.org/10.1080/15248372.2022.2058508","url":null,"abstract":"ABSTRACT Pretend play is an important, universal activity of early childhood, but research to date contains multiple inconsistencies in definitions and measurement of pretend play. To begin to resolve this issue, we conducted a first study of the multiple different behaviors of pretend play in the preschool years (3–5 years), and investigated their developmental progression. Pretend play can be defined by five core behaviors, theorized to develop in this order: object substitution, attributing pretend properties, social interactions, role play, and metacommunication. We created a new observational measure to capture all five simultaneously for the first time, and used this measure in 34 hours of naturalistic observation of preschoolers (N = 73) engaged in play. Children’s age was a significant, positive predictor of engagement in the higher-level pretense behaviors (social interactions, role play, metacommunication), and of engagement in multiple behaviors simultaneously. This study provides initial support for the theorized developmental progression of pretend play and provides a framework for future research.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42630926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT Past research has shown that children are more likely to seek out and remember facts about kinds (e.g. “tarsiers hunt for birds”) than individuals (e.g. “this tarsier likes to sing”), underscoring the importance of kind-based information in human cognition. However, children also often care about and learn facts about individuals. What are, then, the circumstances that increase interest in specific facts? Here, we explored whether ownership, familiarity, and entity type influence children’s decision to learn information about individuals over kinds. Specifically, we asked 4- to 5-year-olds whether they wanted to learn new information about a specific item, or about that item’s kind, varying the item’s ownership status (owned by the child, an experimenter, or nobody), familiarity (a familiar or a novel kind), and entity type (animal or artifact) across trials. Children preferred to learn specific information about items they owned, regardless of familiarity or type, and kind-based information about items owned by a stranger (i.e., an experimenter). When asked about items not owned by them (i.e. items owned by nobody or an experimenter), familiarity shaped children’s learning preferences: children preferred to learn kind-based information about novel, but not familiar, items. This study is the first to reveal factors that motivate children to learn about individuals, laying the groundwork for future research on the circumstances that drive children’s learning preferences more broadly.
{"title":"I Want to Know about My Train! Factors Driving Children’s Motivation to Learn about Individuals","authors":"Otávio Mattos, Cristina-Ioana Găluşcă, Kelsey Lucca","doi":"10.1080/15248372.2022.2050728","DOIUrl":"https://doi.org/10.1080/15248372.2022.2050728","url":null,"abstract":"ABSTRACT Past research has shown that children are more likely to seek out and remember facts about kinds (e.g. “tarsiers hunt for birds”) than individuals (e.g. “this tarsier likes to sing”), underscoring the importance of kind-based information in human cognition. However, children also often care about and learn facts about individuals. What are, then, the circumstances that increase interest in specific facts? Here, we explored whether ownership, familiarity, and entity type influence children’s decision to learn information about individuals over kinds. Specifically, we asked 4- to 5-year-olds whether they wanted to learn new information about a specific item, or about that item’s kind, varying the item’s ownership status (owned by the child, an experimenter, or nobody), familiarity (a familiar or a novel kind), and entity type (animal or artifact) across trials. Children preferred to learn specific information about items they owned, regardless of familiarity or type, and kind-based information about items owned by a stranger (i.e., an experimenter). When asked about items not owned by them (i.e. items owned by nobody or an experimenter), familiarity shaped children’s learning preferences: children preferred to learn kind-based information about novel, but not familiar, items. This study is the first to reveal factors that motivate children to learn about individuals, laying the groundwork for future research on the circumstances that drive children’s learning preferences more broadly.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49359566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-09DOI: 10.1080/15248372.2022.2037606
Melissa R. Freire, K. Pammer
ABSTRACT Standard Australian reading assessment tests are criticized for being culturally inappropriate for use with Australian Indigenous children, particularly for those living in remote and very remote regions, as these tests are culturally biased towards mainstream Australian culture and imperceptive to Indigenous knowledge, language, concepts, and contexts. Based on an established understanding of the relationship between reading acquisition and visual perceptual development, we sought to examine the visuospatial processing ability of Indigenous and non-Indigenous children to determine whether visuospatial tasks that measure dorsal and ventral processing – two key visual processes associated with reading – can provide an indicative measure of reading aptitude across cultures, independent of reading ability. Using a coherent motion task to test dorsal processing we found that dorsal processes develop similarly for age-matched Indigenous and non-Indigenous children (Study 1) and appear to facilitate early reading acquisition for both cultural groups, independent of age (Study 2 and subsequent analyses). Together, these results suggest that while dorsal processes may facilitate reading, reading is not necessary to facilitate dorsal development. Additionally, using a coherent form task to test ventral processing, we found an interactive association between ventral development and reading acquisition, particularly for non-Indigenous children. In interpreting these findings, we discuss possible cultural factors that may explain development of dorsal and ventral processes for Indigenous and non-Indigenous children, and why a relationship between ventral processing and reading acquisition was not evident for Indigenous children. We also consider the potential for scaffolding literacy learning for Indigenous children based on neurocognitive strengths.
{"title":"Reading as A Cultural Tool for Neurocognitive Development: A Complex Interactive Relationship between Reading Acquisition and Visuospatial Development for Indigenous and non-Indigenous Australians","authors":"Melissa R. Freire, K. Pammer","doi":"10.1080/15248372.2022.2037606","DOIUrl":"https://doi.org/10.1080/15248372.2022.2037606","url":null,"abstract":"ABSTRACT Standard Australian reading assessment tests are criticized for being culturally inappropriate for use with Australian Indigenous children, particularly for those living in remote and very remote regions, as these tests are culturally biased towards mainstream Australian culture and imperceptive to Indigenous knowledge, language, concepts, and contexts. Based on an established understanding of the relationship between reading acquisition and visual perceptual development, we sought to examine the visuospatial processing ability of Indigenous and non-Indigenous children to determine whether visuospatial tasks that measure dorsal and ventral processing – two key visual processes associated with reading – can provide an indicative measure of reading aptitude across cultures, independent of reading ability. Using a coherent motion task to test dorsal processing we found that dorsal processes develop similarly for age-matched Indigenous and non-Indigenous children (Study 1) and appear to facilitate early reading acquisition for both cultural groups, independent of age (Study 2 and subsequent analyses). Together, these results suggest that while dorsal processes may facilitate reading, reading is not necessary to facilitate dorsal development. Additionally, using a coherent form task to test ventral processing, we found an interactive association between ventral development and reading acquisition, particularly for non-Indigenous children. In interpreting these findings, we discuss possible cultural factors that may explain development of dorsal and ventral processes for Indigenous and non-Indigenous children, and why a relationship between ventral processing and reading acquisition was not evident for Indigenous children. We also consider the potential for scaffolding literacy learning for Indigenous children based on neurocognitive strengths.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43203169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT A live video was used to study the development of visual self-recognition in a cross-sectional sample of 152 typically developing French children aged between 15 months to 6 years. Three reactions to a mark placed on the child’s cheek without their knowledge were studied: the touch of the mark with their hand, the ocular responsiveness to the mark they discovered on through the screen and, finally, their behavior when the experimenter silently unostentatiously proffered them a tissue. It was mainly shown that (1) the behavior of touching the mark increases until age 3 years, and then declines gradually, (2) from the age of 3, all children spot the mark within the first four seconds, and (3) the behavior of making use of the tissue to wipe the mark increases continuously, particularly from age 3. The latter behavior reveals a superior level of self-awareness: the emergence of a meta-consciousness of oneself.
{"title":"Self-Recognition Before a Screen-Mirror Between 15 Months and 6 Years, The Contribution of Eye-Tracking and a New Protocol","authors":"Christophe Luxembourger, Jean-Paul Fischer, Youssef Tazouti","doi":"10.1080/15248372.2022.2037607","DOIUrl":"https://doi.org/10.1080/15248372.2022.2037607","url":null,"abstract":"ABSTRACT A live video was used to study the development of visual self-recognition in a cross-sectional sample of 152 typically developing French children aged between 15 months to 6 years. Three reactions to a mark placed on the child’s cheek without their knowledge were studied: the touch of the mark with their hand, the ocular responsiveness to the mark they discovered on through the screen and, finally, their behavior when the experimenter silently unostentatiously proffered them a tissue. It was mainly shown that (1) the behavior of touching the mark increases until age 3 years, and then declines gradually, (2) from the age of 3, all children spot the mark within the first four seconds, and (3) the behavior of making use of the tissue to wipe the mark increases continuously, particularly from age 3. The latter behavior reveals a superior level of self-awareness: the emergence of a meta-consciousness of oneself.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44322258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-13DOI: 10.1080/15248372.2022.2025809
Qi Wang, Yingying Yang, Weijia Li
ABSTRACT Relatively few studies have directly examined children’s memory of object-based spatial structure of room-sized environments. The current study investigated how children remember the spatial structure of a room, and the role of pictorial working memory (WM) and different testing perspectives in this process. In Experiment 1, 80 children aged 5 to 7 years old participated in a memory of spatial structure task, a pictorial spatial WM task, and a verbal ability test. In the first task, participants explored a square-shaped virtual room where each wall was associated with different objects. The virtual room was viewed on a desktop monitor. Then they recalled wall scenes of different perspectives (0, 90, 180 degrees) relative to a reference wall. Results found that pictorial WM predicted memory of spatial structure after accounting for age and verbal ability. Different from perspective taking tasks, children rarely made egocentric errors. Moreover, the memory of spatial structure is perspective independent because there was no difference in performance between the 90 and 180 degrees conditions. We replicated the basic results in Experiment 2, where 77 children completed the same set of tasks except that the virtual room was round-shaped. Furthermore, the developmental trajectories of memory of spatial structure as a function of pictorial WM varied between different experiments and perspective conditions. Together, our study showed that children aged 5–7 years old could retrieve the spatial structure of a room-sized environment from diverse perspectives, which was also susceptible to pictorial WM capacity, perspectives, and geometric cues.
{"title":"How Well Do 5- to 7- Year-Old Children Remember the Spatial Structure of a Room?","authors":"Qi Wang, Yingying Yang, Weijia Li","doi":"10.1080/15248372.2022.2025809","DOIUrl":"https://doi.org/10.1080/15248372.2022.2025809","url":null,"abstract":"ABSTRACT Relatively few studies have directly examined children’s memory of object-based spatial structure of room-sized environments. The current study investigated how children remember the spatial structure of a room, and the role of pictorial working memory (WM) and different testing perspectives in this process. In Experiment 1, 80 children aged 5 to 7 years old participated in a memory of spatial structure task, a pictorial spatial WM task, and a verbal ability test. In the first task, participants explored a square-shaped virtual room where each wall was associated with different objects. The virtual room was viewed on a desktop monitor. Then they recalled wall scenes of different perspectives (0, 90, 180 degrees) relative to a reference wall. Results found that pictorial WM predicted memory of spatial structure after accounting for age and verbal ability. Different from perspective taking tasks, children rarely made egocentric errors. Moreover, the memory of spatial structure is perspective independent because there was no difference in performance between the 90 and 180 degrees conditions. We replicated the basic results in Experiment 2, where 77 children completed the same set of tasks except that the virtual room was round-shaped. Furthermore, the developmental trajectories of memory of spatial structure as a function of pictorial WM varied between different experiments and perspective conditions. Together, our study showed that children aged 5–7 years old could retrieve the spatial structure of a room-sized environment from diverse perspectives, which was also susceptible to pictorial WM capacity, perspectives, and geometric cues.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45577995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-11DOI: 10.1080/15248372.2021.2022680
Allison J. Williams, Judith H. Danovitch
ABSTRACT As children get older, they become better able to discriminate between impossible and improbable statements and they realize that improbable events can occur in reality while impossible ones cannot. However, when children hear about extraordinary events from fictional entities (e.g., popular characters from children’s media), they may be more likely to doubt that the events can occur in reality. The current studies examine how an informant’s reality status and familiarity influence children’s belief in statements about improbable and impossible events. Across two studies, children ages 4, 6, and 8 (N = 362) heard impossible and improbable statements from an unfamiliar person, a familiar character, or an unfamiliar character (Study 1) or a real or pretend person (Study 2) and judged whether each statement could happen in reality. As in previous studies, older children were more likely than younger children to believe improbable events could occur. Additionally, for both types of statements, children’s judgments about the possibility of the events were similar regardless of the informant. These results suggest that when children hear extraordinary statements described by fictional characters, they pay more attention to the content of the statement than to the source.
{"title":"Is What Mickey Mouse Says Impossible? Informant Reality Status and Children’s Beliefs in Extraordinary Events","authors":"Allison J. Williams, Judith H. Danovitch","doi":"10.1080/15248372.2021.2022680","DOIUrl":"https://doi.org/10.1080/15248372.2021.2022680","url":null,"abstract":"ABSTRACT As children get older, they become better able to discriminate between impossible and improbable statements and they realize that improbable events can occur in reality while impossible ones cannot. However, when children hear about extraordinary events from fictional entities (e.g., popular characters from children’s media), they may be more likely to doubt that the events can occur in reality. The current studies examine how an informant’s reality status and familiarity influence children’s belief in statements about improbable and impossible events. Across two studies, children ages 4, 6, and 8 (N = 362) heard impossible and improbable statements from an unfamiliar person, a familiar character, or an unfamiliar character (Study 1) or a real or pretend person (Study 2) and judged whether each statement could happen in reality. As in previous studies, older children were more likely than younger children to believe improbable events could occur. Additionally, for both types of statements, children’s judgments about the possibility of the events were similar regardless of the informant. These results suggest that when children hear extraordinary statements described by fictional characters, they pay more attention to the content of the statement than to the source.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46102103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-11DOI: 10.1080/15248372.2022.2025808
Marc Godard, Yannick Wamain, L. Ott, S. Delepoulle, S. Kalénine
ABSTRACT Recent evidence in adults indicates that object perceptual processing is affected by the competition between action representations. In the absence of a specific motor plan, reachable objects associated with distinct structural (grasping) and functional (using) actions (e.g., calculator) elicit slower judgments than objects associated with similar actions (e.g., ball). This effect is believed to reflect the cost entailed by the conflict between action representations. The present study aims to identify age-related changes in this conflict cost and investigate its underlying mechanisms. Five age groups from 8 to adulthood participated (n = 119). Participants performed perceptual judgments on different 3D objects in a virtual environment in order to assess their conflict cost (Experiment 1). Action priming effects and Simon effects were further assessed in the same participants as independent indices of the ability to activate action representations and to monitor conflict, respectively (Experiments 2 and 3). Experiment 1 demonstrated that the conflict cost is present in children as young as 8 and follows a non-linear, U-shaped developmental trajectory between 8 and adulthood. Experiments 2 and 3 indicated that action priming effects showed a similar U-shaped curve, whereas Simon effects were stable across age groups. Action priming effects further predicted conflict costs at 10. Results suggest that the conflict cost relies on the ability to activate action representations from visual objects, which undergoes important changes during early adolescence. The role of general conflict monitoring abilities in conflict cost development requires further investigation. The findings will fuel models of action selection and embodied views of development.
{"title":"How Competition between Action Representations Affects Object Perception during Development","authors":"Marc Godard, Yannick Wamain, L. Ott, S. Delepoulle, S. Kalénine","doi":"10.1080/15248372.2022.2025808","DOIUrl":"https://doi.org/10.1080/15248372.2022.2025808","url":null,"abstract":"ABSTRACT Recent evidence in adults indicates that object perceptual processing is affected by the competition between action representations. In the absence of a specific motor plan, reachable objects associated with distinct structural (grasping) and functional (using) actions (e.g., calculator) elicit slower judgments than objects associated with similar actions (e.g., ball). This effect is believed to reflect the cost entailed by the conflict between action representations. The present study aims to identify age-related changes in this conflict cost and investigate its underlying mechanisms. Five age groups from 8 to adulthood participated (n = 119). Participants performed perceptual judgments on different 3D objects in a virtual environment in order to assess their conflict cost (Experiment 1). Action priming effects and Simon effects were further assessed in the same participants as independent indices of the ability to activate action representations and to monitor conflict, respectively (Experiments 2 and 3). Experiment 1 demonstrated that the conflict cost is present in children as young as 8 and follows a non-linear, U-shaped developmental trajectory between 8 and adulthood. Experiments 2 and 3 indicated that action priming effects showed a similar U-shaped curve, whereas Simon effects were stable across age groups. Action priming effects further predicted conflict costs at 10. Results suggest that the conflict cost relies on the ability to activate action representations from visual objects, which undergoes important changes during early adolescence. The role of general conflict monitoring abilities in conflict cost development requires further investigation. The findings will fuel models of action selection and embodied views of development.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48990672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-09DOI: 10.1080/15248372.2022.2025807
Valerie P. Bambha, Aaron G Beckner, Nikita R. Shetty, Annika T. Voss, Jinlin Xie, E. Yiu, Vanessa Lobue, L. Oakes, M. Casasola
ABSTRACT Spatial play in early childhood is associated with a variety of spatial and cognitive skills. However, these associations are often derived from studies in which different tasks are used across different age ranges, leaving open the question of how children’s natural behaviors during spatial play develop from infancy into the early preschool years. We used an open-ended spatial play task to establish typically developing children’s behaviors from 12 to 48 months (N = 66, 36 girls). Specifically, we observed young children’s insertions into a commercially available shape sorter that included six geometric solids with corresponding apertures. Approaches to this task changed with age. Younger children primarily inserted solids into the large top opening, a strategy that did not require spatial alignment for success. Between 24 and 30 months, children shifted to inserting solids into their corresponding side openings, a more spatially and motorically difficult strategy that required aligning solids to their appropriate apertures. This pattern suggests that at 24 months, children begin to adopt more sophisticated strategies for this motor problem-solving task. Older children also completed a higher proportion of successful insertions compared to younger participants, and children successfully inserted rotationally symmetrical shapes (e.g., circle) at younger ages than rotationally asymmetrical shapes (e.g., triangle). This study represents an important first step in providing a detailed baseline of children’s natural play behaviors over a wide developmental period that can be used to inform how spatial and cognitive systems contribute to spatial play.
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