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":"24 1","pages":"620 - 622"},"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":" ","pages":""},"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}
Pub Date : 2023-06-08DOI: 10.1080/15248372.2023.2216283
Jonathan D. Lane, Samuel Ronfard
ABSTRACT For decades, developmental psychologists and educators have emphasized that learning about counterintuitive phenomena may be a critical driving force for cognitive development. Thus far, little is known about the specific content that children seek to enrich their knowledge. Using a novel book-choice paradigm, we directly examine children’s preference to engage with media that contains more mundane vs. more counterintuitive content. Children ranging from 3- to 8-years (N = 174), from the U.S. and Canada, were presented with pairs of books about animals. The two books in each pair were visually identical aside from their printed title. One book in each pair was described as presenting a fact that (according to validation data on children’s and adults’ beliefs in these facts) was relatively intuitive, and the other book was described as presenting a fact that was relatively counterintuitive. The youngest participants (3–4 years) demonstrated no preference in selecting books with intuitive vs. counterintuitive facts about animals, whereas older children (5-years onward) demonstrated an increasing preference for counterintuitive content. Combined with validation data on children’s and adults’ intuitions about the focal facts, these data suggest that children’s preference to seek information that adults deem counterintuitive (at least in the domain of biology) increases with age as a function of changes in the strength of children’s intuitions about what is possible.
{"title":"Children’s Pursuit of Counterintuitive Information in Books","authors":"Jonathan D. Lane, Samuel Ronfard","doi":"10.1080/15248372.2023.2216283","DOIUrl":"https://doi.org/10.1080/15248372.2023.2216283","url":null,"abstract":"ABSTRACT For decades, developmental psychologists and educators have emphasized that learning about counterintuitive phenomena may be a critical driving force for cognitive development. Thus far, little is known about the specific content that children seek to enrich their knowledge. Using a novel book-choice paradigm, we directly examine children’s preference to engage with media that contains more mundane vs. more counterintuitive content. Children ranging from 3- to 8-years (N = 174), from the U.S. and Canada, were presented with pairs of books about animals. The two books in each pair were visually identical aside from their printed title. One book in each pair was described as presenting a fact that (according to validation data on children’s and adults’ beliefs in these facts) was relatively intuitive, and the other book was described as presenting a fact that was relatively counterintuitive. The youngest participants (3–4 years) demonstrated no preference in selecting books with intuitive vs. counterintuitive facts about animals, whereas older children (5-years onward) demonstrated an increasing preference for counterintuitive content. Combined with validation data on children’s and adults’ intuitions about the focal facts, these data suggest that children’s preference to seek information that adults deem counterintuitive (at least in the domain of biology) increases with age as a function of changes in the strength of children’s intuitions about what is possible.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48826106","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 : 2023-05-31DOI: 10.1080/15248372.2023.2216297
J. Richards, Stephanie Hartlin, C. Moore, John Corbit
ABSTRACT Young children tend to behave more generously when their actions are identified than when they are anonymous, yet we know little about the cognitive foundations required for anonymity to impact generosity. In three studies we examined Canadian children’s understanding of anonymity and its impact on sharing in anonymous and identified contexts. Study 1 assessed whether 3- and 5-year-old children (N = 100, 51 female) understood anonymous and identified sharing, and whether age-related changes in their understanding corresponded to sharing behavior. We found that understanding of anonymity improved with age, but anonymity did not influence sharing. Study 2 assessed 5-year-old children’s (N = 60, 30 female) judgments about how others would share in these contexts and their preferences for receiving donations from identified or anonymous donors. We found that children preferred to receive from identified donors and believed that identified donors were more generous. Study 3 assessed whether 5-year-old children (N = 60, 30 female) preferred to share as anonymous or identified donors themselves, and whether their choice influenced sharing behavior. We found that while participants preferred to share as identified donors, this choice did not influence sharing. Overall, our findings suggest that although 5-year-old Canadian children have a robust understanding of the implications of anonymous and identified sharing, this understanding is not sufficient to motivate increased generosity.
{"title":"Children’s Emerging Understanding of Anonymity Does Not Predict Reputation Enhancing Generosity","authors":"J. Richards, Stephanie Hartlin, C. Moore, John Corbit","doi":"10.1080/15248372.2023.2216297","DOIUrl":"https://doi.org/10.1080/15248372.2023.2216297","url":null,"abstract":"ABSTRACT Young children tend to behave more generously when their actions are identified than when they are anonymous, yet we know little about the cognitive foundations required for anonymity to impact generosity. In three studies we examined Canadian children’s understanding of anonymity and its impact on sharing in anonymous and identified contexts. Study 1 assessed whether 3- and 5-year-old children (N = 100, 51 female) understood anonymous and identified sharing, and whether age-related changes in their understanding corresponded to sharing behavior. We found that understanding of anonymity improved with age, but anonymity did not influence sharing. Study 2 assessed 5-year-old children’s (N = 60, 30 female) judgments about how others would share in these contexts and their preferences for receiving donations from identified or anonymous donors. We found that children preferred to receive from identified donors and believed that identified donors were more generous. Study 3 assessed whether 5-year-old children (N = 60, 30 female) preferred to share as anonymous or identified donors themselves, and whether their choice influenced sharing behavior. We found that while participants preferred to share as identified donors, this choice did not influence sharing. Overall, our findings suggest that although 5-year-old Canadian children have a robust understanding of the implications of anonymous and identified sharing, this understanding is not sufficient to motivate increased generosity.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42747211","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 : 2023-05-30DOI: 10.1080/15248372.2023.2216291
Katharine E. Scott, R. King, A. Cochrane, C. Kalish, Kristin Shutts
ABSTRACT The present research evaluated whether behavioral tasks (“direct assessments”) commonly used to assess young children’s social cognitive development in laboratory studies could have utility for measuring and predicting U.S. children’s outcomes in educational contexts. To do so, children (N = 95; 49 boys, 46 girls; 41.05% White, 16.84% Hispanic, 14.74% Black, 13.68% Asian, 11.58% Multiracial, 2.11% American Indian/Alaska Native) in a publicly funded pre-kindergarten (4K) program in the United States completed 9 direct assessments that capture important skills in early childhood (e.g., task switching, group conformity preference, theory of mind). The school district also provided children’s 4K and kindergarten grades (assessed through teacher ratings of children) to evaluate whether direct assessments had additional explanatory power over-and-above existing metrics of children’s aptitude. Across the direct assessments, children’s group conformity preferences (i.e., the extent to which children preferred members of the same group to behave in the same way) were most reliably correlated with concurrent (4K) and predictive of future (kindergarten) grades, even when controlling for teacher ratings of children’s concurrent performance. Interestingly, teacher ratings of children on each assessment loaded onto a single factor despite the intention to capture theoretically distinct components of children’s school performance. Discussion focuses on the implications of direct assessments in educational contexts and critical areas for future research at the interface of psychology and education.
{"title":"Direct Assessments of Social Skills Can Complement Teacher Ratings in Predicting Children’s Academic Achievement","authors":"Katharine E. Scott, R. King, A. Cochrane, C. Kalish, Kristin Shutts","doi":"10.1080/15248372.2023.2216291","DOIUrl":"https://doi.org/10.1080/15248372.2023.2216291","url":null,"abstract":"ABSTRACT The present research evaluated whether behavioral tasks (“direct assessments”) commonly used to assess young children’s social cognitive development in laboratory studies could have utility for measuring and predicting U.S. children’s outcomes in educational contexts. To do so, children (N = 95; 49 boys, 46 girls; 41.05% White, 16.84% Hispanic, 14.74% Black, 13.68% Asian, 11.58% Multiracial, 2.11% American Indian/Alaska Native) in a publicly funded pre-kindergarten (4K) program in the United States completed 9 direct assessments that capture important skills in early childhood (e.g., task switching, group conformity preference, theory of mind). The school district also provided children’s 4K and kindergarten grades (assessed through teacher ratings of children) to evaluate whether direct assessments had additional explanatory power over-and-above existing metrics of children’s aptitude. Across the direct assessments, children’s group conformity preferences (i.e., the extent to which children preferred members of the same group to behave in the same way) were most reliably correlated with concurrent (4K) and predictive of future (kindergarten) grades, even when controlling for teacher ratings of children’s concurrent performance. Interestingly, teacher ratings of children on each assessment loaded onto a single factor despite the intention to capture theoretically distinct components of children’s school performance. Discussion focuses on the implications of direct assessments in educational contexts and critical areas for future research at the interface of psychology and education.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42859983","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 : 2023-05-27DOI: 10.1080/15248372.2023.2215863
C. Draper, C. Cook, Riedewhaan Allie, S. Howard, Hleliwe Makaula, R. Merkley, Mbulelo Mshudulu, Nafeesa Rahbeeni, Nosibusiso Tshetu, G. Scerif
{"title":"The Role of Partnerships to Shift Power Asymmetries in Research with Vulnerable Communities: Reflections from an Early Childhood Development Project in South Africa","authors":"C. Draper, C. Cook, Riedewhaan Allie, S. Howard, Hleliwe Makaula, R. Merkley, Mbulelo Mshudulu, Nafeesa Rahbeeni, Nosibusiso Tshetu, G. Scerif","doi":"10.1080/15248372.2023.2215863","DOIUrl":"https://doi.org/10.1080/15248372.2023.2215863","url":null,"abstract":"","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44305294","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 : 2023-05-03DOI: 10.1080/15248372.2023.2207654
M. Rhodes
Learning to communicate in one’s native language(s) is one of the most impressive accomplishments of the first few years of life. Developmental scientists have extensively detailed and debated how children accomplish this feat, recognizing that language acquisition is both an amazing developmental achievement (on its own) and foundational to the rest of the cognitive development – including to conceptual development, knowledge acquisition, memory, and education. Yet, despite all the attention the field has paid to language acquisition and its role in development, Katherine Kinzler’s comprehensive and beautifully written book, How You Say It, argues that we have largely overlooked one critical consequence – that learning one’s native language provides a fundamental sense of identity and lens for making sense of the social world. Kinzler builds this argument drawing from her own empirical work in developmental science and research from other subfields of psychology, as well as from an interdisciplinary perspective informed by sociology, linguistics, history, evolutionary biology, education, and law. Kinzler describes compelling evidence that children’s social responses are shaped by whether a potential social partner speaks like they do (in terms of language and accent). By five months, babies prefer to look at people who speak their native language or with a native accent (Kinzler, Dupoux, & Spelke, 2007). By 10-months, they prefer to take a toy from someone they previously saw speak in their native language (Kinzler, Dupoux, & Spelke, 2007), and expect people who speak the same language to affiliate with one another and have other things (e.g., food preferences) in common, but people who speak different languages to disengage from one another and have other differences (Liberman, Sullivan, Woodward, & Kinzler, 2016). By early childhood, these biases are explicit – children prefer to learn (even non-linguistic information) from people who speak their native language with their native accent (Kinzler, Corriveau, & Harris, 2011), explicitly say they would rather be friends with someone who speaks with their native accent (Kinzler, Shutts, DeJesus, & Spelke, 2009), and begin to endorse language-based stereotypes (e.g., about who is nicer or smarter; Kinzler & DeJesus, 2013). Kinzler argues that these finding stem from a basic tendency for people (including young children) to notice who speaks like them and treat this as a marker of who is in or out of their group. From this perspective, children’s differential treatment and responses to people who speak differently from them are not only about ease of communication; instead, sharing a native language fundamentally marks whether we see someone as like us or not. A range of controls supports the conclusion that the social effects of language are not reducible to ease of communication alone: children’s biases appear just as strong based on accent (when they can still understand the content of what someo
{"title":"A Review of “How You Say it”","authors":"M. Rhodes","doi":"10.1080/15248372.2023.2207654","DOIUrl":"https://doi.org/10.1080/15248372.2023.2207654","url":null,"abstract":"Learning to communicate in one’s native language(s) is one of the most impressive accomplishments of the first few years of life. Developmental scientists have extensively detailed and debated how children accomplish this feat, recognizing that language acquisition is both an amazing developmental achievement (on its own) and foundational to the rest of the cognitive development – including to conceptual development, knowledge acquisition, memory, and education. Yet, despite all the attention the field has paid to language acquisition and its role in development, Katherine Kinzler’s comprehensive and beautifully written book, How You Say It, argues that we have largely overlooked one critical consequence – that learning one’s native language provides a fundamental sense of identity and lens for making sense of the social world. Kinzler builds this argument drawing from her own empirical work in developmental science and research from other subfields of psychology, as well as from an interdisciplinary perspective informed by sociology, linguistics, history, evolutionary biology, education, and law. Kinzler describes compelling evidence that children’s social responses are shaped by whether a potential social partner speaks like they do (in terms of language and accent). By five months, babies prefer to look at people who speak their native language or with a native accent (Kinzler, Dupoux, & Spelke, 2007). By 10-months, they prefer to take a toy from someone they previously saw speak in their native language (Kinzler, Dupoux, & Spelke, 2007), and expect people who speak the same language to affiliate with one another and have other things (e.g., food preferences) in common, but people who speak different languages to disengage from one another and have other differences (Liberman, Sullivan, Woodward, & Kinzler, 2016). By early childhood, these biases are explicit – children prefer to learn (even non-linguistic information) from people who speak their native language with their native accent (Kinzler, Corriveau, & Harris, 2011), explicitly say they would rather be friends with someone who speaks with their native accent (Kinzler, Shutts, DeJesus, & Spelke, 2009), and begin to endorse language-based stereotypes (e.g., about who is nicer or smarter; Kinzler & DeJesus, 2013). Kinzler argues that these finding stem from a basic tendency for people (including young children) to notice who speaks like them and treat this as a marker of who is in or out of their group. From this perspective, children’s differential treatment and responses to people who speak differently from them are not only about ease of communication; instead, sharing a native language fundamentally marks whether we see someone as like us or not. A range of controls supports the conclusion that the social effects of language are not reducible to ease of communication alone: children’s biases appear just as strong based on accent (when they can still understand the content of what someo","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"24 1","pages":"617 - 619"},"PeriodicalIF":2.1,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46457226","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 : 2023-04-10DOI: 10.1080/15248372.2023.2176856
Melis Muradoglu, Joseph R. Cimpian, Andrei Cimpian
ABSTRACT Mixed-effects models are an analytic technique for modeling repeated measurement or nested data. This paper explains the logic of mixed-effects modeling and describes two examples of mixed-effects analyses using R. The intended audience of the paper is psychologists who specialize in cognitive development research. Therefore, the concepts and examples covered will focus primarily on repeated-measurement data resulting from studies in which participants respond to multiple items or trials. However, many of the concepts and examples we cover will likely be of use to readers outside this area of psychology. Finally, we discuss recommendations for dealing with practical challenges, suggest approaches for troubleshooting, and provide guidance on reporting results from mixed-effects models.
{"title":"Mixed-Effects Models for Cognitive Development Researchers","authors":"Melis Muradoglu, Joseph R. Cimpian, Andrei Cimpian","doi":"10.1080/15248372.2023.2176856","DOIUrl":"https://doi.org/10.1080/15248372.2023.2176856","url":null,"abstract":"ABSTRACT Mixed-effects models are an analytic technique for modeling repeated measurement or nested data. This paper explains the logic of mixed-effects modeling and describes two examples of mixed-effects analyses using R. The intended audience of the paper is psychologists who specialize in cognitive development research. Therefore, the concepts and examples covered will focus primarily on repeated-measurement data resulting from studies in which participants respond to multiple items or trials. However, many of the concepts and examples we cover will likely be of use to readers outside this area of psychology. Finally, we discuss recommendations for dealing with practical challenges, suggest approaches for troubleshooting, and provide guidance on reporting results from mixed-effects models.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"24 1","pages":"307 - 340"},"PeriodicalIF":2.1,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48746433","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 : 2023-04-04DOI: 10.1080/15248372.2023.2197067
S. Geffen, S. Curtin, S. Graham
ABSTRACT By 12 months, English-learning infants have an awareness of the sound patterns of word forms that constitute acceptable labels for objects in their native language. In the following experiments, we replicated and extended previous findings that Canadian English-learning infants will not link function-like words with novel objects. Across three experiments using the Switch task, 101 infants living in Calgary, Canada, were habituated to two CV and VC word-object pairings. At test, infants did not look longer on the Switch trial and the Same trial, suggesting they did not form word-object associations between prototypical function words and a novel object in any of the experiments (ps>0.5). This set of null results extends prior research showing that Canadian English-learning infants will not link function-like words with novel objects and suggests that infants’ prior experience with their native language may constrain their learning of novel labels.
{"title":"English-Learning 12-Month-Olds Do Not Map Function-Like Words to Objects","authors":"S. Geffen, S. Curtin, S. Graham","doi":"10.1080/15248372.2023.2197067","DOIUrl":"https://doi.org/10.1080/15248372.2023.2197067","url":null,"abstract":"ABSTRACT By 12 months, English-learning infants have an awareness of the sound patterns of word forms that constitute acceptable labels for objects in their native language. In the following experiments, we replicated and extended previous findings that Canadian English-learning infants will not link function-like words with novel objects. Across three experiments using the Switch task, 101 infants living in Calgary, Canada, were habituated to two CV and VC word-object pairings. At test, infants did not look longer on the Switch trial and the Same trial, suggesting they did not form word-object associations between prototypical function words and a novel object in any of the experiments (ps>0.5). This set of null results extends prior research showing that Canadian English-learning infants will not link function-like words with novel objects and suggests that infants’ prior experience with their native language may constrain their learning of novel labels.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49007461","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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