Pub Date : 2023-09-21DOI: 10.1080/15248372.2023.2256859
Hollis R. Heim, Kara Lowery, Rachel Eddings, Bhoomika Nikam, Anastasia Kerr-German, Aaron T. Buss
ABSTRACTPrevious research suggests that children’s ability to label visual features (e.g. “red”) and dimensions (e.g. “color”) impacts attention to visual dimensions. The goal of this study is to investigate variations in the quality of the neural system supporting dimensional label comprehension and production in relation to children’s dimensional attention skills. The current study recruited 3- to 4-year-old from the East Tennessee area to complete dimensional label tasks for color labels while recording functional near-infrared spectroscopy (fNIRS) in order to measure hemodynamic changes in left frontal, left parietal, and left temporal cortices previously implicated in dimensional attention. Different aspects of dimensional attention were evaluated using the dimensional priming task (measuring attentional stability), the dimensional change card sort (DCCS) task (measuring flexible dimensional attention), the triad classification task (measuring selective attention), and the matching task (measuring dimensional understanding). Dimensional label learning was measured using a color Production and color Comprehension task. Results indicated that the temporal cortex was activated during the dimensional label tasks. Further, we found that activation in parietal cortex during the dimensional label tasks increased with better performance on the dimensional attention tasks. On the other hand, activation in the temporal cortex and ventrolateral prefrontal cortex during the dimensional label tasks decreased with better performance on the dimensional attention tasks. These results suggest that dimensional attention skills can reveal variations in the quality of neural representations supporting dimensional label learning. Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe data that support the findings of this study are available from the corresponding author upon request.
{"title":"Examining Neural Dynamics During Dimensional Label Comprehension and Production as a Function of Dimensional Attention","authors":"Hollis R. Heim, Kara Lowery, Rachel Eddings, Bhoomika Nikam, Anastasia Kerr-German, Aaron T. Buss","doi":"10.1080/15248372.2023.2256859","DOIUrl":"https://doi.org/10.1080/15248372.2023.2256859","url":null,"abstract":"ABSTRACTPrevious research suggests that children’s ability to label visual features (e.g. “red”) and dimensions (e.g. “color”) impacts attention to visual dimensions. The goal of this study is to investigate variations in the quality of the neural system supporting dimensional label comprehension and production in relation to children’s dimensional attention skills. The current study recruited 3- to 4-year-old from the East Tennessee area to complete dimensional label tasks for color labels while recording functional near-infrared spectroscopy (fNIRS) in order to measure hemodynamic changes in left frontal, left parietal, and left temporal cortices previously implicated in dimensional attention. Different aspects of dimensional attention were evaluated using the dimensional priming task (measuring attentional stability), the dimensional change card sort (DCCS) task (measuring flexible dimensional attention), the triad classification task (measuring selective attention), and the matching task (measuring dimensional understanding). Dimensional label learning was measured using a color Production and color Comprehension task. Results indicated that the temporal cortex was activated during the dimensional label tasks. Further, we found that activation in parietal cortex during the dimensional label tasks increased with better performance on the dimensional attention tasks. On the other hand, activation in the temporal cortex and ventrolateral prefrontal cortex during the dimensional label tasks decreased with better performance on the dimensional attention tasks. These results suggest that dimensional attention skills can reveal variations in the quality of neural representations supporting dimensional label learning. Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe data that support the findings of this study are available from the corresponding author upon request.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136152619","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 : 2023-09-15DOI: 10.1080/15248372.2023.2256844
Laura Galeano, Christine Fawcett, Linda Forssman, Gustaf Gredebäck
Early childhood educators’ math anxiety and its relation to their frequency of pedagogic actions was examined through a questionnaire completed by 352 participants (aged 21–65) representative of the Swedish municipality where the study was conducted. Our sample contained 189 certified preschool teachers and 163 preschool caregivers who significantly differed in their ratings reported for math teaching anxiety. Results revealed that certified preschool teachers who reported higher levels of math anxiety also reported teaching and talking about mathematics content less frequently. When controlling for certified preschool teachers’ gender and age, years of work in preschools, and whether they work only with younger (1–3), older (4–6) or with both groups of children (1–6-year-old), certified preschool teachers’ general math anxiety and math teaching anxiety predicted their reported frequency of math teaching and frequency of conversations about numbers, patterns, and geometric concepts with peak strength in gatherings, excursions and situations designed to teach mathematics to preschool children. Preschool caregivers’ math anxiety measures and their reported frequency of pedagogic actions did not display statistically significant relations. Findings showed setting specific associations between certified preschool teachers general math anxiety, math teaching anxiety and their avoidance of mathematics content, highlighting the importance of early childhood educators’ awareness of math anxiety, its nature, and consequences for teaching practices.
{"title":"Early Childhood Educators’ Math Anxiety and Its Relation to Their Pedagogic Actions in Swedish Preschools","authors":"Laura Galeano, Christine Fawcett, Linda Forssman, Gustaf Gredebäck","doi":"10.1080/15248372.2023.2256844","DOIUrl":"https://doi.org/10.1080/15248372.2023.2256844","url":null,"abstract":"Early childhood educators’ math anxiety and its relation to their frequency of pedagogic actions was examined through a questionnaire completed by 352 participants (aged 21–65) representative of the Swedish municipality where the study was conducted. Our sample contained 189 certified preschool teachers and 163 preschool caregivers who significantly differed in their ratings reported for math teaching anxiety. Results revealed that certified preschool teachers who reported higher levels of math anxiety also reported teaching and talking about mathematics content less frequently. When controlling for certified preschool teachers’ gender and age, years of work in preschools, and whether they work only with younger (1–3), older (4–6) or with both groups of children (1–6-year-old), certified preschool teachers’ general math anxiety and math teaching anxiety predicted their reported frequency of math teaching and frequency of conversations about numbers, patterns, and geometric concepts with peak strength in gatherings, excursions and situations designed to teach mathematics to preschool children. Preschool caregivers’ math anxiety measures and their reported frequency of pedagogic actions did not display statistically significant relations. Findings showed setting specific associations between certified preschool teachers general math anxiety, math teaching anxiety and their avoidance of mathematics content, highlighting the importance of early childhood educators’ awareness of math anxiety, its nature, and consequences for teaching practices.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135436248","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 : 2023-09-12DOI: 10.1080/15248372.2023.2248698
Jazlyn Nketia, Alya Al Sager, Rana Dajani, Diego Placido, Dima Amso
{"title":"Executive Functions in Jordanian Children: What Can the Hearts and Flowers Task Tell Us About Development in a Non-Western Context","authors":"Jazlyn Nketia, Alya Al Sager, Rana Dajani, Diego Placido, Dima Amso","doi":"10.1080/15248372.2023.2248698","DOIUrl":"https://doi.org/10.1080/15248372.2023.2248698","url":null,"abstract":"","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135877939","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 : 2023-09-04DOI: 10.1080/15248372.2023.2248259
Luísa A Ribeiro, Enrica Donolato, Cecília Aguiar, N. Correia, Henrik D Zachrisson
{"title":"Concurrent and Longitudinal Associations Between Parent Math Support in Early Childhood and Math Skills: A Meta-Analytic Study","authors":"Luísa A Ribeiro, Enrica Donolato, Cecília Aguiar, N. Correia, Henrik D Zachrisson","doi":"10.1080/15248372.2023.2248259","DOIUrl":"https://doi.org/10.1080/15248372.2023.2248259","url":null,"abstract":"","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46730489","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 : 2023-08-20DOI: 10.1080/15248372.2023.2245471
Isis Angélica Segura, H. Cogo-Moreira, A. Nouri, M. Miranda, S. Pompéia
{"title":"Cross-Country (Brazil and Iran) Invariance of Fractionation of Executive Functions in Early Adolescence","authors":"Isis Angélica Segura, H. Cogo-Moreira, A. Nouri, M. Miranda, S. Pompéia","doi":"10.1080/15248372.2023.2245471","DOIUrl":"https://doi.org/10.1080/15248372.2023.2245471","url":null,"abstract":"","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43517380","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 : 2023-08-10DOI: 10.1080/15248372.2023.2245507
Chang Xu, Hongxia Li, Sabrina M. Di Lonardo Burr, Jiwei Si, J. LeFevre, Xinfeng Zhuo
{"title":"We Cannot Ignore the Signs: The Development of Equivalence and Arithmetic for Students from Grades 3 to 4","authors":"Chang Xu, Hongxia Li, Sabrina M. Di Lonardo Burr, Jiwei Si, J. LeFevre, Xinfeng Zhuo","doi":"10.1080/15248372.2023.2245507","DOIUrl":"https://doi.org/10.1080/15248372.2023.2245507","url":null,"abstract":"","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42361229","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 : 2023-08-07DOI: 10.1080/15248372.2023.2237228
Rebecca Peretz-Lange, Keri Carvalho, P. Muentener
ABSTRACT Striking weight biases emerge early in development, yet cognitive-developmental research has largely ignored weight as a social characteristic of interest. How do children conceive of weight? In particular, do children hold essentialist views of weight (i.e. do they view weight as natural, stable, inductively meaningful, and reflective of people’s insides) as they do of so many other social characteristics? We conducted an exploratory investigation of children’s weight essentialism across two studies. In total, 356 participants (280 4- to 11-year-old children and 76 adults from the United States, mostly White and from middle- to high-income families) participated in three tasks, respectively assessing three dimensions of essentialism of social categories: Beliefs about weight stability, heritability, and inductive potential despite transformation. Results revealed that children viewed weight as stable (similarly so to race) and informative of someone’s food choices, but they did not view it as biologically- or genetically-determined. Thus, children may not view weight as reflecting people’s biological nature (biological essentialism), but they may view weight as reflecting people’s stable personal character (moral essentialism) – a view which is also highly compatible with weight bias, unlike biological essentialism. Children also demonstrated stronger essentialist views of lightness than heaviness across tasks, though essentialism of heaviness increased over development. Findings are discussed as they relate to early conceptions of weight and weight bias. Implications for conceptualizations and measurement of essentialism are also discussed.
{"title":"Children’s Essentialist Beliefs About Weight","authors":"Rebecca Peretz-Lange, Keri Carvalho, P. Muentener","doi":"10.1080/15248372.2023.2237228","DOIUrl":"https://doi.org/10.1080/15248372.2023.2237228","url":null,"abstract":"ABSTRACT Striking weight biases emerge early in development, yet cognitive-developmental research has largely ignored weight as a social characteristic of interest. How do children conceive of weight? In particular, do children hold essentialist views of weight (i.e. do they view weight as natural, stable, inductively meaningful, and reflective of people’s insides) as they do of so many other social characteristics? We conducted an exploratory investigation of children’s weight essentialism across two studies. In total, 356 participants (280 4- to 11-year-old children and 76 adults from the United States, mostly White and from middle- to high-income families) participated in three tasks, respectively assessing three dimensions of essentialism of social categories: Beliefs about weight stability, heritability, and inductive potential despite transformation. Results revealed that children viewed weight as stable (similarly so to race) and informative of someone’s food choices, but they did not view it as biologically- or genetically-determined. Thus, children may not view weight as reflecting people’s biological nature (biological essentialism), but they may view weight as reflecting people’s stable personal character (moral essentialism) – a view which is also highly compatible with weight bias, unlike biological essentialism. Children also demonstrated stronger essentialist views of lightness than heaviness across tasks, though essentialism of heaviness increased over development. Findings are discussed as they relate to early conceptions of weight and weight bias. Implications for conceptualizations and measurement of essentialism are also discussed.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44845728","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 : 2023-07-28DOI: 10.1080/15248372.2023.2231083
Paulina Aravena-Bravo, Alejandrina Cristià, Rowena Garcia, Hiromasa Kotera, Ramona Kunene Nicolas, Ronel O. Laranjo, B. Arokoyọ, S. Benavides-Varela, Titia Benders, Natalie Boll-Avetisyan, M. Cychosz, Rodrigo Dal Ben, Yatma Diop, Catalina Durán-Urzúa, N. Havron, M. Manalili, B. Narasimhan, Paul Okyere Omane, C. Rowland, L. Kolberg, A. Ssemata, S. Styles, Belén Troncoso-Acosta, Fei Ting Woon
{"title":"Towards Diversifying Early Language Development Research: The First Truly Global International Summer/Winter School on Language Acquisition (/L+/) 2021","authors":"Paulina Aravena-Bravo, Alejandrina Cristià, Rowena Garcia, Hiromasa Kotera, Ramona Kunene Nicolas, Ronel O. Laranjo, B. Arokoyọ, S. Benavides-Varela, Titia Benders, Natalie Boll-Avetisyan, M. Cychosz, Rodrigo Dal Ben, Yatma Diop, Catalina Durán-Urzúa, N. Havron, M. Manalili, B. Narasimhan, Paul Okyere Omane, C. Rowland, L. Kolberg, A. Ssemata, S. Styles, Belén Troncoso-Acosta, Fei Ting Woon","doi":"10.1080/15248372.2023.2231083","DOIUrl":"https://doi.org/10.1080/15248372.2023.2231083","url":null,"abstract":"","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44255577","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 : 2023-06-29DOI: 10.1080/15248372.2023.2225620
Olivia K. Cook, Jennifer L. Coffman, P. Ornstein
ABSTRACT Children’s use of appropriate techniques for remembering and the effectiveness of deliberate strategies improve throughout elementary school. However, relatively little is known about the contextual factors that may play a role in the development of these skills as children enter formal school. Building upon findings from the mother – child reminiscing literature, the current study was designed to examine concurrent and longitudinal associations between maternal elaborative reminiscing style, children’s autobiographical memory, and children's deliberate memory skills. Fifty-one children entering kindergarten, drawn from three schools in the Southeastern region of the United States, were assessed with a battery that included tasks for measuring autobiographical memory and deliberate memory. In a parent – child reminiscing task , parent – child dyads discussed two jointly-experienced events, and parents were categorized as higher or lower in their elaborative reminiscing style. The results reveal an association between parents’ reminiscing style and their children’s performance on the Free Recall with Organizational Training Task , in which both spontaneous and trained strategy use and recall are measured. Although elaborative reminiscing style was not associated with children’s spontaneous strategy use or recall performance at school entry, children with higher elaborative mothers displayed higher levels of strategy use and recall scores after training than did children with lower elaborative mothers. These findings highlight linkages between parents’ elaborative style and children’s uptake and successful use of strategic organizational training, underscoring the role that parent – child reminiscing conversations play in the socialization of cognition.
{"title":"The Development of Children’s Autobiographical and Deliberate Memory Through Mother–Child Reminiscing","authors":"Olivia K. Cook, Jennifer L. Coffman, P. Ornstein","doi":"10.1080/15248372.2023.2225620","DOIUrl":"https://doi.org/10.1080/15248372.2023.2225620","url":null,"abstract":"ABSTRACT Children’s use of appropriate techniques for remembering and the effectiveness of deliberate strategies improve throughout elementary school. However, relatively little is known about the contextual factors that may play a role in the development of these skills as children enter formal school. Building upon findings from the mother – child reminiscing literature, the current study was designed to examine concurrent and longitudinal associations between maternal elaborative reminiscing style, children’s autobiographical memory, and children's deliberate memory skills. Fifty-one children entering kindergarten, drawn from three schools in the Southeastern region of the United States, were assessed with a battery that included tasks for measuring autobiographical memory and deliberate memory. In a parent – child reminiscing task , parent – child dyads discussed two jointly-experienced events, and parents were categorized as higher or lower in their elaborative reminiscing style. The results reveal an association between parents’ reminiscing style and their children’s performance on the Free Recall with Organizational Training Task , in which both spontaneous and trained strategy use and recall are measured. Although elaborative reminiscing style was not associated with children’s spontaneous strategy use or recall performance at school entry, children with higher elaborative mothers displayed higher levels of strategy use and recall scores after training than did children with lower elaborative mothers. These findings highlight linkages between parents’ elaborative style and children’s uptake and successful use of strategic organizational training, underscoring the role that parent – child reminiscing conversations play in the socialization of cognition.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46924874","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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