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.
{"title":"Developmental Changes in Children’s Object Insertions during Play","authors":"Valerie P. Bambha, Aaron G Beckner, Nikita R. Shetty, Annika T. Voss, Jinlin Xie, E. Yiu, Vanessa Lobue, L. Oakes, M. Casasola","doi":"10.1080/15248372.2022.2025807","DOIUrl":"https://doi.org/10.1080/15248372.2022.2025807","url":null,"abstract":"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.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"23 1","pages":"340 - 359"},"PeriodicalIF":2.1,"publicationDate":"2022-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45690789","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 : 2021-12-27DOI: 10.1080/15248372.2021.2013223
A. M. Gonzalez, Katharina Block, Hee Jae Julie Oh, Riley N Bizzotto, A. Baron
ABSTRACT Numerous studies suggest that by elementary school, children have implicit and explicit gender stereotypes about the toys, activities, roles, and abilities associated with boys vs. girls. Furthermore, these stereotypes have been shown to affect children’s goals and behaviors, leading them to pursue activities that are associated with their own gender and avoid those that are not. The majority of previous research examining the development of children’s implicit gender stereotypes has used the Implicit Association Test, which measures two associations simultaneously. Thus, it is often unclear which association is driving children’s gender stereotypes, which hampers the ability to effectively target harmful associations for bias change. The current research uses the Preschool Auditory Stroop, an adaptation of the Auditory Stroop, to measure distinct implicit gender stereotypes in three to seven-year-old children. Across two studies, the first using human voices and the second using computer-generated voices, children were faster to respond when female-stereotypical words were paired with female voices and male-stereotypical words were paired with male voices. These results indicate that children have implicit gender stereotypes as early as age three. Furthermore, results suggested that the magnitude of these implicit gender stereotypes was comparable across our age range. This study indicates that implicit gender stereotypes are present in children as young as three, and results suggest that this methodology can be used in future research to chart the trajectory of distinct implicit gender stereotypes across development.
{"title":"Measuring Implicit Gender Stereotypes Using the Preschool Auditory Stroop","authors":"A. M. Gonzalez, Katharina Block, Hee Jae Julie Oh, Riley N Bizzotto, A. Baron","doi":"10.1080/15248372.2021.2013223","DOIUrl":"https://doi.org/10.1080/15248372.2021.2013223","url":null,"abstract":"ABSTRACT Numerous studies suggest that by elementary school, children have implicit and explicit gender stereotypes about the toys, activities, roles, and abilities associated with boys vs. girls. Furthermore, these stereotypes have been shown to affect children’s goals and behaviors, leading them to pursue activities that are associated with their own gender and avoid those that are not. The majority of previous research examining the development of children’s implicit gender stereotypes has used the Implicit Association Test, which measures two associations simultaneously. Thus, it is often unclear which association is driving children’s gender stereotypes, which hampers the ability to effectively target harmful associations for bias change. The current research uses the Preschool Auditory Stroop, an adaptation of the Auditory Stroop, to measure distinct implicit gender stereotypes in three to seven-year-old children. Across two studies, the first using human voices and the second using computer-generated voices, children were faster to respond when female-stereotypical words were paired with female voices and male-stereotypical words were paired with male voices. These results indicate that children have implicit gender stereotypes as early as age three. Furthermore, results suggested that the magnitude of these implicit gender stereotypes was comparable across our age range. This study indicates that implicit gender stereotypes are present in children as young as three, and results suggest that this methodology can be used in future research to chart the trajectory of distinct implicit gender stereotypes across development.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"23 1","pages":"254 - 272"},"PeriodicalIF":2.1,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42257041","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 : 2021-12-27DOI: 10.1080/15248372.2021.2013225
Christine Fawcett
ABSTRACT From early in life, infants synchronize with others on a physiological level, a process thought to underlie social connections and group cohesion. This synchronization is seen, for example, when their pupils dilate in response to observing another person with dilated pupils – known as “pupillary contagion.” There is mixed evidence on whether arousal synchrony is modulated by interpersonal similarity factors, such as race, and even in studies that find such an effect, confounding visual factors could play a role. In the current study, language was used to manipulate interpersonal similarity for 10-month-old infants who saw speakers’ pupils dilate or constrict, while their own pupil size and gaze were assessed. Results from the first half of the study show that only own-language speakers elicited pupillary contagion and increased attention when their pupils dilated. While in the second half of the study, when infants’ level of attention was also decreasing, this effect did not hold. Together, the results indicate that infants’ sharing of arousal is modulated by shared language, though further research can help to clarify how these effects unfold over time.
{"title":"Sharing a Common Language Affects Infants’ Pupillary Contagion","authors":"Christine Fawcett","doi":"10.1080/15248372.2021.2013225","DOIUrl":"https://doi.org/10.1080/15248372.2021.2013225","url":null,"abstract":"ABSTRACT From early in life, infants synchronize with others on a physiological level, a process thought to underlie social connections and group cohesion. This synchronization is seen, for example, when their pupils dilate in response to observing another person with dilated pupils – known as “pupillary contagion.” There is mixed evidence on whether arousal synchrony is modulated by interpersonal similarity factors, such as race, and even in studies that find such an effect, confounding visual factors could play a role. In the current study, language was used to manipulate interpersonal similarity for 10-month-old infants who saw speakers’ pupils dilate or constrict, while their own pupil size and gaze were assessed. Results from the first half of the study show that only own-language speakers elicited pupillary contagion and increased attention when their pupils dilated. While in the second half of the study, when infants’ level of attention was also decreasing, this effect did not hold. Together, the results indicate that infants’ sharing of arousal is modulated by shared language, though further research can help to clarify how these effects unfold over time.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"23 1","pages":"173 - 187"},"PeriodicalIF":2.1,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42601727","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 : 2021-12-13DOI: 10.1080/15248372.2021.2013226
Naoko Nakamichi
ABSTRACT A food’s visual features and testimony from others are important clues for children when making food choices. Children must integrate these two forms of information to make choices about food. The present study investigated children’s food choices when these two clues are presented together. After confirming that children between the ages of 4–6 years (N= 32) did not prefer visually unfamiliar foods (Experiment 1), Experiment 2 investigated whether positive testimony about the taste or healthiness would influence children’s choices about visually unfamiliar foods. More specifically, children heard testimony from adults and peers that visually unfamiliar foods were either tasty (taste testimony condition, n= 24) or good for you (health testimony condition, n= 24). Then, they were asked whether they would choose to eat the visually unfamiliar foods which were recommended by an adult or a peer. In the no testimony condition, children (n= 24) were asked to choose the foods without hearing testimony about visually unfamiliar foods. Testimony about a food’s taste encouraged children to choose visually unfamiliar foods; peers’ testimony regarding a food’s taste had a stronger influence on children’s selection of visually unfamiliar foods than testimony from adults. However, health testimony did not facilitate choosing visually unfamiliar foods, regardless of whether from an adult or a peer. Why different types and sources of testimony had various degrees of influence on children’s selection of visually unfamiliar foods was discussed.
{"title":"Testimony about Food Taste and Health: The Impact of Testimony on Children’s Choices about Visually Unfamiliar Foods","authors":"Naoko Nakamichi","doi":"10.1080/15248372.2021.2013226","DOIUrl":"https://doi.org/10.1080/15248372.2021.2013226","url":null,"abstract":"ABSTRACT A food’s visual features and testimony from others are important clues for children when making food choices. Children must integrate these two forms of information to make choices about food. The present study investigated children’s food choices when these two clues are presented together. After confirming that children between the ages of 4–6 years (N= 32) did not prefer visually unfamiliar foods (Experiment 1), Experiment 2 investigated whether positive testimony about the taste or healthiness would influence children’s choices about visually unfamiliar foods. More specifically, children heard testimony from adults and peers that visually unfamiliar foods were either tasty (taste testimony condition, n= 24) or good for you (health testimony condition, n= 24). Then, they were asked whether they would choose to eat the visually unfamiliar foods which were recommended by an adult or a peer. In the no testimony condition, children (n= 24) were asked to choose the foods without hearing testimony about visually unfamiliar foods. Testimony about a food’s taste encouraged children to choose visually unfamiliar foods; peers’ testimony regarding a food’s taste had a stronger influence on children’s selection of visually unfamiliar foods than testimony from adults. However, health testimony did not facilitate choosing visually unfamiliar foods, regardless of whether from an adult or a peer. Why different types and sources of testimony had various degrees of influence on children’s selection of visually unfamiliar foods was discussed.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"23 1","pages":"305 - 322"},"PeriodicalIF":2.1,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48241226","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 : 2021-12-08DOI: 10.1080/15248372.2022.2013883
Vikram K. Jaswal
{"title":"Editorial","authors":"Vikram K. Jaswal","doi":"10.1080/15248372.2022.2013883","DOIUrl":"https://doi.org/10.1080/15248372.2022.2013883","url":null,"abstract":"","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"23 1","pages":"1 - 2"},"PeriodicalIF":2.1,"publicationDate":"2021-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44761445","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 : 2021-11-16DOI: 10.1080/15248372.2021.1998063
Amanda S. Haber, Sona C. Kumar, K. Corriveau
ABSTRACT Eighty-six 4- and 5-year-old children were assigned to one of four conditions, three experimental conditions, in which children read a story about a famous scientist, and one baseline condition. In the Achievement condition: the scientist was described as receiving awards and recognition through their lifetime, with no discussion of setbacks; in the Intellectual Struggles, the scientist was described as making mistakes along the way to success; and in the Life Struggles, the book emphasized personal struggles, such as having no money for food. In the Baseline condition, children completed a persistence task without having first read the story. In each experimental condition, children were asked 12 questions adapted from the Dimension of Mastery Questionnaire-18, which examined their persistence and motivation when faced with a challenging task. Finally, children were presented with the persistence task. Analyses revealed that children in the Intellectual Struggles and Life Struggles conditions persisted longer on the task than children in the Achievement Condition. These findings suggest that storybooks that emphasize the process of science, rather than solely focusing on achievement can impact persistence as well as feelings of relatedness in STEM.
{"title":"Boosting Children’s Persistence through Scientific Storybook Reading","authors":"Amanda S. Haber, Sona C. Kumar, K. Corriveau","doi":"10.1080/15248372.2021.1998063","DOIUrl":"https://doi.org/10.1080/15248372.2021.1998063","url":null,"abstract":"ABSTRACT Eighty-six 4- and 5-year-old children were assigned to one of four conditions, three experimental conditions, in which children read a story about a famous scientist, and one baseline condition. In the Achievement condition: the scientist was described as receiving awards and recognition through their lifetime, with no discussion of setbacks; in the Intellectual Struggles, the scientist was described as making mistakes along the way to success; and in the Life Struggles, the book emphasized personal struggles, such as having no money for food. In the Baseline condition, children completed a persistence task without having first read the story. In each experimental condition, children were asked 12 questions adapted from the Dimension of Mastery Questionnaire-18, which examined their persistence and motivation when faced with a challenging task. Finally, children were presented with the persistence task. Analyses revealed that children in the Intellectual Struggles and Life Struggles conditions persisted longer on the task than children in the Achievement Condition. These findings suggest that storybooks that emphasize the process of science, rather than solely focusing on achievement can impact persistence as well as feelings of relatedness in STEM.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"23 1","pages":"161 - 172"},"PeriodicalIF":2.1,"publicationDate":"2021-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48895399","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 : 2021-11-11DOI: 10.1080/15248372.2021.2003366
Britta Schünemann, Marina Proft, H. Rakoczy
ABSTRACT When and how do children develop an understanding of the subjectivity of intentions? Intentions are subjective mental states in many ways. One way concerns their aspectuality: Whether or not a given behavior constitutes an intentional action depends on how, under which aspect, the agent represents it. Oedipus, for example, intended to marry Yocasta, but did not intend to marry his mother (even though in fact, but unbeknownst to him, Yocasta was his mother). In the present study, we investigated the trajectories and determinants of children’s developing understanding of (less dramatic forms of) the aspectuality of intentions. In two studies, children aged 3–9 observed an agent who acted intentionally but based on some mis-representation regarding the target of her action. The agent grasped a box that contained A and B while believing that it only contained A but not B. Children were asked about the aspectuality of the agent’s intention (in particular, whether she intended to grasp B). When asked to do so spontaneously, children younger than 8 failed (falsely claiming that the agent intended to grasp B). In contrast, in a simplified format in which children were scaffolded through the required inferential chains, children from age 6 succeeded. Children’s general capacity for meta-representation appeared to be necessary but not sufficient by itself for understanding the aspectuality of intentions. The present findings suggest that the appreciation of the aspectuality of intentions is part of an advanced theory of mind that develops in much more protracted ways than basic theory of mind.
{"title":"Children’s Developing Understanding of the Subjectivity of Intentions – A Case of “Advanced Theory of Mind”","authors":"Britta Schünemann, Marina Proft, H. Rakoczy","doi":"10.1080/15248372.2021.2003366","DOIUrl":"https://doi.org/10.1080/15248372.2021.2003366","url":null,"abstract":"ABSTRACT When and how do children develop an understanding of the subjectivity of intentions? Intentions are subjective mental states in many ways. One way concerns their aspectuality: Whether or not a given behavior constitutes an intentional action depends on how, under which aspect, the agent represents it. Oedipus, for example, intended to marry Yocasta, but did not intend to marry his mother (even though in fact, but unbeknownst to him, Yocasta was his mother). In the present study, we investigated the trajectories and determinants of children’s developing understanding of (less dramatic forms of) the aspectuality of intentions. In two studies, children aged 3–9 observed an agent who acted intentionally but based on some mis-representation regarding the target of her action. The agent grasped a box that contained A and B while believing that it only contained A but not B. Children were asked about the aspectuality of the agent’s intention (in particular, whether she intended to grasp B). When asked to do so spontaneously, children younger than 8 failed (falsely claiming that the agent intended to grasp B). In contrast, in a simplified format in which children were scaffolded through the required inferential chains, children from age 6 succeeded. Children’s general capacity for meta-representation appeared to be necessary but not sufficient by itself for understanding the aspectuality of intentions. The present findings suggest that the appreciation of the aspectuality of intentions is part of an advanced theory of mind that develops in much more protracted ways than basic theory of mind.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"23 1","pages":"231 - 253"},"PeriodicalIF":2.1,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45812937","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 : 2021-11-02DOI: 10.1080/15248372.2021.1998064
S. Sohail, Kristen A. Dunfield, N. Chernyak
ABSTRACT By the preschool age, children exhibit a diversity of prosocial behaviors that include both sharing resources and helping others. Though recent work has theorized that these prosocial behaviors are differentiated by distinct ages of emergence, developmental trajectories and underlying mechanisms, the experimental evidence in support of the last claim remains scant. The current study focuses on one such cognitive mechanism – numerical cognition – seeking to replicate and extend prior work demonstrating the strong link between children’s numerical cognition and precise sharing behavior, and further examining its relationship to instrumental helping. In line with theoretical perspectives favoring the differentiation of varieties of prosocial behaviors, we hypothesize that numerical cognition underlies precise sharing, but not precise helping behavior. Eighty-five 3 to 6-year-old children completed two procedurally similar tasks designed to elicit sharing and instrumental helping behavior, in addition to a Give-N task measuring their symbolic counting skills. Despite the procedural similarity, and the implicit norm of providing half (5 out of 10) stickers in both tasks, children’s counting proficiency predicted precise sharing, but not precise helping. These results indicate a unique relationship between children’s developing numerical cognition and behavioral fairness, providing empirical support for claims that varieties of prosocial behavior are supported by distinct underlying mechanisms.
{"title":"Dissociable Mechanisms for Diverse Prosocial Behaviors: Counting Skills Predict Sharing Behavior, but Not Instrumental Helping","authors":"S. Sohail, Kristen A. Dunfield, N. Chernyak","doi":"10.1080/15248372.2021.1998064","DOIUrl":"https://doi.org/10.1080/15248372.2021.1998064","url":null,"abstract":"ABSTRACT By the preschool age, children exhibit a diversity of prosocial behaviors that include both sharing resources and helping others. Though recent work has theorized that these prosocial behaviors are differentiated by distinct ages of emergence, developmental trajectories and underlying mechanisms, the experimental evidence in support of the last claim remains scant. The current study focuses on one such cognitive mechanism – numerical cognition – seeking to replicate and extend prior work demonstrating the strong link between children’s numerical cognition and precise sharing behavior, and further examining its relationship to instrumental helping. In line with theoretical perspectives favoring the differentiation of varieties of prosocial behaviors, we hypothesize that numerical cognition underlies precise sharing, but not precise helping behavior. Eighty-five 3 to 6-year-old children completed two procedurally similar tasks designed to elicit sharing and instrumental helping behavior, in addition to a Give-N task measuring their symbolic counting skills. Despite the procedural similarity, and the implicit norm of providing half (5 out of 10) stickers in both tasks, children’s counting proficiency predicted precise sharing, but not precise helping. These results indicate a unique relationship between children’s developing numerical cognition and behavioral fairness, providing empirical support for claims that varieties of prosocial behavior are supported by distinct underlying mechanisms.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"23 1","pages":"289 - 303"},"PeriodicalIF":2.1,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49164944","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 : 2021-10-25DOI: 10.1080/15248372.2021.1987241
Yun-tao Wu, Zijing He, Laura Jobson
ABSTRACT This study aimed to explore the possible indirect pathway between maternal reminiscing style and child socioemotional functioning (prosocial behaviors and emotional adjustment difficulties) through children’s autobiographical memory (elaboration and specificity). A secondary exploratory aim was to examine whether cultural context moderated these indirect effects. Participants included 94 mother-child dyads drawn from middle- and high-income families in China and Australia. The dyads completed measures of child memory specificity, maternal report of child socioemotional functioning, and a shared emotional reminiscing task that assessed child memory elaboration and maternal sensitive guidance. Path analysis results indicated an indirect effect of maternal supportive reminiscing via child memory elaboration (but not memory specificity) on children’s prosocial behaviors, regardless of the cultural group. However, there was no evidence to suggest an indirect pathway between maternal supportive reminiscing and child adjustment difficulties (or prosocial behaviors) through child memory specificity in either cultural context. These findings provide preliminary support to the recent conceptualization of an indirect pathway between maternal sensitive guidance during emotional reminiscing and children’s prosocial behaviors through child memory elaboration. However, it is important to note that the cross-sectional design limits the causal inferences that can be drawn from the findings. The implications for memory specificity in child socioemotional functioning were less clear and indicated a need for further research in this area.
{"title":"Maternal Emotional Reminiscing, Child Autobiographical Memory, and Their Associations with Pre-Schoolers’ Socioemotional Functioning","authors":"Yun-tao Wu, Zijing He, Laura Jobson","doi":"10.1080/15248372.2021.1987241","DOIUrl":"https://doi.org/10.1080/15248372.2021.1987241","url":null,"abstract":"ABSTRACT This study aimed to explore the possible indirect pathway between maternal reminiscing style and child socioemotional functioning (prosocial behaviors and emotional adjustment difficulties) through children’s autobiographical memory (elaboration and specificity). A secondary exploratory aim was to examine whether cultural context moderated these indirect effects. Participants included 94 mother-child dyads drawn from middle- and high-income families in China and Australia. The dyads completed measures of child memory specificity, maternal report of child socioemotional functioning, and a shared emotional reminiscing task that assessed child memory elaboration and maternal sensitive guidance. Path analysis results indicated an indirect effect of maternal supportive reminiscing via child memory elaboration (but not memory specificity) on children’s prosocial behaviors, regardless of the cultural group. However, there was no evidence to suggest an indirect pathway between maternal supportive reminiscing and child adjustment difficulties (or prosocial behaviors) through child memory specificity in either cultural context. These findings provide preliminary support to the recent conceptualization of an indirect pathway between maternal sensitive guidance during emotional reminiscing and children’s prosocial behaviors through child memory elaboration. However, it is important to note that the cross-sectional design limits the causal inferences that can be drawn from the findings. The implications for memory specificity in child socioemotional functioning were less clear and indicated a need for further research in this area.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"23 1","pages":"210 - 230"},"PeriodicalIF":2.1,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59887211","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 : 2021-10-25DOI: 10.1080/15248372.2021.1984243
Katherine Williams, Alexandra Zax, A. Patalano, H. Barth
ABSTRACT Number line estimation (NLE) tasks are widely used to investigate numerical cognition, learning, and development, and as an instructional tool. Interpretation of these tasks generally involves an implicit expectation that responses are driven by the overall magnitudes of target numerals, in the sense that the particular digits conveying those magnitudes are unimportant. However, recent evidence shows that numbers with similar magnitudes but different leftmost digits are estimated very differently. For example, “798” is placed systematically much too far to the left of “801” in a 0–1000 NLE task by children aged 7–11 and adults. Here we ask whether this left digit effect generalizes to two-digit numerals in a 0–100 NLE task and whether it emerges in younger children. Children aged 5–8 (Study 1, N = 73), adults (Study 2, N = 44), and children aged 9–11 (Study 3, N = 27) completed a standard 0–100 NLE task on a touchscreen tablet. We observed left digit effects for two-digit numerals in children aged 8–11 and adults, with large effect sizes, demonstrating that these effects generalize to smaller numerical ranges. Left digit effects were not apparent in 5- to 7-year-olds, suggesting that these effects do not emerge at younger ages for smaller, more familiar numerical ranges. We discuss developmental emergence of left digit effects in number line estimation and implications within and beyond the field of cognitive development.
{"title":"Left Digit Effects in Numerical Estimation across Development","authors":"Katherine Williams, Alexandra Zax, A. Patalano, H. Barth","doi":"10.1080/15248372.2021.1984243","DOIUrl":"https://doi.org/10.1080/15248372.2021.1984243","url":null,"abstract":"ABSTRACT Number line estimation (NLE) tasks are widely used to investigate numerical cognition, learning, and development, and as an instructional tool. Interpretation of these tasks generally involves an implicit expectation that responses are driven by the overall magnitudes of target numerals, in the sense that the particular digits conveying those magnitudes are unimportant. However, recent evidence shows that numbers with similar magnitudes but different leftmost digits are estimated very differently. For example, “798” is placed systematically much too far to the left of “801” in a 0–1000 NLE task by children aged 7–11 and adults. Here we ask whether this left digit effect generalizes to two-digit numerals in a 0–100 NLE task and whether it emerges in younger children. Children aged 5–8 (Study 1, N = 73), adults (Study 2, N = 44), and children aged 9–11 (Study 3, N = 27) completed a standard 0–100 NLE task on a touchscreen tablet. We observed left digit effects for two-digit numerals in children aged 8–11 and adults, with large effect sizes, demonstrating that these effects generalize to smaller numerical ranges. Left digit effects were not apparent in 5- to 7-year-olds, suggesting that these effects do not emerge at younger ages for smaller, more familiar numerical ranges. We discuss developmental emergence of left digit effects in number line estimation and implications within and beyond the field of cognitive development.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"23 1","pages":"188 - 209"},"PeriodicalIF":2.1,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42408108","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}
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