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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
Pub Date : 2023-06-18DOI: 10.1080/15248372.2023.2226207
T. Kushnir, Trisha Katz, Jessa Stegall
Inquisitive observers of human culture encounter a paradox: We treat the belief-systems, norms, and practices of our own communities as if they are a fixed part of our nature, yet across groups of people, the diversity of ways of being – and corresponding diversity of psychologies – suggests the opposite. This observation has motivated a sea-change in the social and cognitive sciences away from claiming human universals (especially universals based solely on the study of “WEIRD” populations, Henrich, Heine, & Norenzayan, 2010) and toward highlighting human diversity. This is an exciting and important change, but the explosion of new theories, new research paradigms, and new data can at times feel dizzying and chaotic for those of us who seek a principled way to understand what it means to be human. In his book Becoming Human: A Theory of Ontogeny, Michael Tomasello provides an elegant, culturally aware, and evolutionarily informed account of what we share despite our differences: our uniquely human ontogenies. This book is centrally about human development, specifically the unique cognitive and behavioral capacities arising in the first five years that enable us to participate in human social life and culture. Readers familiar with Tomasello’s extensive body of work will recognize the foundations of the evolutionary argument: Adaptations for social coordination and social transmission explain how humans diverged psychologically from our nearest primate relatives. Our capacity for Shared Intentionality – for acting collaboratively with others toward shared goals – is the key to human cognitive uniqueness and also to our success. But in Becoming Human, more than in any of his prior work, Tomasello elucidates every aspect of the development of the cognitive capacities necessary for shared intentionality in detail. In so doing, he elevates development as the primary, principled explanation for human cultural and psychological diversity. The argument can be summarized by reference to the title: To understand being, we have to understand becoming. Tomasello’s developmental theory is a classic nature-nurture interaction with twist: he argues for precisely timed maturational changes that emerge as a result of transactions between child and environment. The transactions are organized into four categories of learning experiences – individual, observational, pedagogical (instruction from adults), and collaborative (coordination with peers). As Tomasello states, “It is what children experience and learn during these maturationally structured transactions – and in many cases how they learn and who they learn from – that actually propels human ontogeny forward” (p. 35). An important part of the story is the capacity for self-regulation and adaptive action. Each social learning experience taxes the developing child’s executive self-regulation skills in unique ways. Self-regulating in various social contexts contributes to growth in cognitive capacities necessar
{"title":"A Review of “Becoming Human”","authors":"T. Kushnir, Trisha Katz, Jessa Stegall","doi":"10.1080/15248372.2023.2226207","DOIUrl":"https://doi.org/10.1080/15248372.2023.2226207","url":null,"abstract":"Inquisitive observers of human culture encounter a paradox: We treat the belief-systems, norms, and practices of our own communities as if they are a fixed part of our nature, yet across groups of people, the diversity of ways of being – and corresponding diversity of psychologies – suggests the opposite. This observation has motivated a sea-change in the social and cognitive sciences away from claiming human universals (especially universals based solely on the study of “WEIRD” populations, Henrich, Heine, & Norenzayan, 2010) and toward highlighting human diversity. This is an exciting and important change, but the explosion of new theories, new research paradigms, and new data can at times feel dizzying and chaotic for those of us who seek a principled way to understand what it means to be human. In his book Becoming Human: A Theory of Ontogeny, Michael Tomasello provides an elegant, culturally aware, and evolutionarily informed account of what we share despite our differences: our uniquely human ontogenies. This book is centrally about human development, specifically the unique cognitive and behavioral capacities arising in the first five years that enable us to participate in human social life and culture. Readers familiar with Tomasello’s extensive body of work will recognize the foundations of the evolutionary argument: Adaptations for social coordination and social transmission explain how humans diverged psychologically from our nearest primate relatives. Our capacity for Shared Intentionality – for acting collaboratively with others toward shared goals – is the key to human cognitive uniqueness and also to our success. But in Becoming Human, more than in any of his prior work, Tomasello elucidates every aspect of the development of the cognitive capacities necessary for shared intentionality in detail. In so doing, he elevates development as the primary, principled explanation for human cultural and psychological diversity. The argument can be summarized by reference to the title: To understand being, we have to understand becoming. Tomasello’s developmental theory is a classic nature-nurture interaction with twist: he argues for precisely timed maturational changes that emerge as a result of transactions between child and environment. The transactions are organized into four categories of learning experiences – individual, observational, pedagogical (instruction from adults), and collaborative (coordination with peers). As Tomasello states, “It is what children experience and learn during these maturationally structured transactions – and in many cases how they learn and who they learn from – that actually propels human ontogeny forward” (p. 35). An important part of the story is the capacity for self-regulation and adaptive action. Each social learning experience taxes the developing child’s executive self-regulation skills in unique ways. Self-regulating in various social contexts contributes to growth in cognitive capacities necessar","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46295234","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 : 2023-06-12DOI: 10.1080/15248372.2023.2219743
Laura Traverso, Irene Tonizzi, M. Usai, P. Viterbori
ABSTRACT Children’s arithmetic performance is dependent on the arithmetic task format, but little is known about how domain-specific and domain-general abilities contribute to solving diverse arithmetic problems. In this study, 145 Italian typically developing children between the ages of five and six, who have not yet received formal schooling, were administered the same addition problems in diverse formats (nonverbal problems, story problems, number-fact problems), diverse number-knowledge tasks (set comparison, number sequence, set to numerals, and count principle tasks), and domain-general tasks (fluid intelligence, language, visuoconstructive skills, working memory, and inhibition tasks). Results indicated that children were more accurate on nonverbal problems, followed by story problems and number-fact problems. Furthermore, performance on diverse problems was differently associated with the other variables, which suggests that different problem formats draw on different cognitive skills.
{"title":"The Cognitive Underpinnings of Early Arithmetic Depend on Arithmetic Problem Format: A Study with Five-Year-Old Children","authors":"Laura Traverso, Irene Tonizzi, M. Usai, P. Viterbori","doi":"10.1080/15248372.2023.2219743","DOIUrl":"https://doi.org/10.1080/15248372.2023.2219743","url":null,"abstract":"ABSTRACT Children’s arithmetic performance is dependent on the arithmetic task format, but little is known about how domain-specific and domain-general abilities contribute to solving diverse arithmetic problems. In this study, 145 Italian typically developing children between the ages of five and six, who have not yet received formal schooling, were administered the same addition problems in diverse formats (nonverbal problems, story problems, number-fact problems), diverse number-knowledge tasks (set comparison, number sequence, set to numerals, and count principle tasks), and domain-general tasks (fluid intelligence, language, visuoconstructive skills, working memory, and inhibition tasks). Results indicated that children were more accurate on nonverbal problems, followed by story problems and number-fact problems. Furthermore, performance on diverse problems was differently associated with the other variables, which suggests that different problem formats draw on different cognitive skills.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49453415","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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