Pub Date : 2022-08-16DOI: 10.1080/15248372.2022.2110875
Alice Sader, Marco Walg, Nicola K. Ferdinand
ABSTRACT Children with ADHD show deficits in executive functioning, especially the ability to inhibit inadequate responses, and deficits in motivational processes due to dopaminergic dysfunctions. There is evidence that rewards can foster inhibition in children with ADHD. However, most studies examined a wide age range of children above 7 years of age, so almost nothing is known about inhibition and reward effects on inhibition in younger children. The primary goals of the present study were a) to examine response inhibition in young children with ADHD in a relatively narrow age range (5–8 years) in comparison to children without ADHD b) to investigate whether performance in an inhibition task can be fostered by rewards in this young age group. For this purpose, children with ADHD (n = 20) and control children (n = 20) were recruited from schools as well as pediatric, psychiatric, and psychological practices in North Rhine-Westphalia, Germany. Children conducted a Go/NoGo task under a non-rewarded and a rewarded condition. Our findings demonstrate a generally decreased response inhibition in ADHD as compared to control children. Rewards led to improvements in response inhibition in both groups of children. However, in contrast to control children whose ability to inhibit increased with practice in both conditions, children with ADHD inhibition decreased over the course of the non-rewarded condition but was raised by the prospect of a reward at the start of the reward condition. Thus, it seems that already at this young age, German children without ADHD are better able to keep their inhibition ability up over time than children with ADHD.
{"title":"Rewards Can Foster Response Execution and Response Inhibition in Young Children Diagnosed with ADHD","authors":"Alice Sader, Marco Walg, Nicola K. Ferdinand","doi":"10.1080/15248372.2022.2110875","DOIUrl":"https://doi.org/10.1080/15248372.2022.2110875","url":null,"abstract":"ABSTRACT Children with ADHD show deficits in executive functioning, especially the ability to inhibit inadequate responses, and deficits in motivational processes due to dopaminergic dysfunctions. There is evidence that rewards can foster inhibition in children with ADHD. However, most studies examined a wide age range of children above 7 years of age, so almost nothing is known about inhibition and reward effects on inhibition in younger children. The primary goals of the present study were a) to examine response inhibition in young children with ADHD in a relatively narrow age range (5–8 years) in comparison to children without ADHD b) to investigate whether performance in an inhibition task can be fostered by rewards in this young age group. For this purpose, children with ADHD (n = 20) and control children (n = 20) were recruited from schools as well as pediatric, psychiatric, and psychological practices in North Rhine-Westphalia, Germany. Children conducted a Go/NoGo task under a non-rewarded and a rewarded condition. Our findings demonstrate a generally decreased response inhibition in ADHD as compared to control children. Rewards led to improvements in response inhibition in both groups of children. However, in contrast to control children whose ability to inhibit increased with practice in both conditions, children with ADHD inhibition decreased over the course of the non-rewarded condition but was raised by the prospect of a reward at the start of the reward condition. Thus, it seems that already at this young age, German children without ADHD are better able to keep their inhibition ability up over time than children with ADHD.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"24 1","pages":"37 - 54"},"PeriodicalIF":2.1,"publicationDate":"2022-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41515543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-16DOI: 10.1080/15248372.2022.2110873
Rong Huang, E. Baker, Carmela Battista, Qingyang Liu
ABSTRACT The early childhood years are critical for developing executive function (EF) and theory of mind (ToM). Prior literature suggests a robust relationship between EF and ToM; however, this relationship has seldom been investigated in children living in poverty. In addition, few studies have employed comprehensive ToM measures to explore how EF relates to different components of ToM. This study examined longitudinal relations between EF and ToM among 86 preschool children (3- to 5-year-old) attending Head Start programs in the United States. Children completed two EF tasks and a 5-task ToM battery twice, four months apart. Results showed that, for children living in poverty, early EF did not significantly predict later ToM as a composite after controlling for significant covariates. However, the emotionally salient component of ToM predicted children’s later Stroop performance, above and beyond several controls. Findings suggest that for impoverished children living in the U.S., the development of emotional perspective-taking may be particularly important for EF development compared to other components of ToM.
{"title":"Executive Function and Theory of Mind in Children Living in Poverty: A Short-term Longitudinal Study","authors":"Rong Huang, E. Baker, Carmela Battista, Qingyang Liu","doi":"10.1080/15248372.2022.2110873","DOIUrl":"https://doi.org/10.1080/15248372.2022.2110873","url":null,"abstract":"ABSTRACT The early childhood years are critical for developing executive function (EF) and theory of mind (ToM). Prior literature suggests a robust relationship between EF and ToM; however, this relationship has seldom been investigated in children living in poverty. In addition, few studies have employed comprehensive ToM measures to explore how EF relates to different components of ToM. This study examined longitudinal relations between EF and ToM among 86 preschool children (3- to 5-year-old) attending Head Start programs in the United States. Children completed two EF tasks and a 5-task ToM battery twice, four months apart. Results showed that, for children living in poverty, early EF did not significantly predict later ToM as a composite after controlling for significant covariates. However, the emotionally salient component of ToM predicted children’s later Stroop performance, above and beyond several controls. Findings suggest that for impoverished children living in the U.S., the development of emotional perspective-taking may be particularly important for EF development compared to other components of ToM.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"23 1","pages":"751 - 775"},"PeriodicalIF":2.1,"publicationDate":"2022-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47686756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-31DOI: 10.1080/15248372.2022.2104283
S. Cruz, R. Cruz, A. Alcon, A. Sampaio, J. Merchán-Naranjo, E. Rodríguez, M. Parellada, A. Carracedo, M. Fernández-Prieto
ABSTACT Dysexecutive syndrome has been consistently reported in children and adolescents with autism spectrum disorders (ASD). Particularly, impairments have been documented in working memory, inhibition, and mental flexibility. However, the relationship between executive impairments and intellectual functioning is far from clear in this population. This study aimed to investigate how executive functions (EF) are associated with intelligence in ASD. Children and adolescents with ASD (N = 69) were compared to typically developing (TD) individuals (N = 68), matched in chronological age and sex. The Wechsler Intelligence Scales were used to assess participants’ intelligence quotient (estimated IQ). EF – working memory, shifting, and inhibition – were assessed using the Digit Span, Wisconsin Card Sorting Test and Stroop Test, respectively. TD individuals outperformed ASD in all cognitive assessment measures. Correlation analysis showed that while for the ASD group intelligence was associated with shifting abilities, in the TD group the association was observed for working memory measures. Linear regression analysis supported that the association between intelligence and EF domains differed between groups, particularly regarding shifting abilities (interaction term significant), whereas working memory showed a similar trend in both groups (difference in effect size is non-significant). Results suggest that specific executive function domains are associated with ASD intellectual functioning and differ from TD individuals, which may be related to adaptive behavior outcomes.
{"title":"How Executive Functions Correlate with Intelligence in Children and Adolescents in Autism Spectrum Disorders","authors":"S. Cruz, R. Cruz, A. Alcon, A. Sampaio, J. Merchán-Naranjo, E. Rodríguez, M. Parellada, A. Carracedo, M. Fernández-Prieto","doi":"10.1080/15248372.2022.2104283","DOIUrl":"https://doi.org/10.1080/15248372.2022.2104283","url":null,"abstract":"ABSTACT Dysexecutive syndrome has been consistently reported in children and adolescents with autism spectrum disorders (ASD). Particularly, impairments have been documented in working memory, inhibition, and mental flexibility. However, the relationship between executive impairments and intellectual functioning is far from clear in this population. This study aimed to investigate how executive functions (EF) are associated with intelligence in ASD. Children and adolescents with ASD (N = 69) were compared to typically developing (TD) individuals (N = 68), matched in chronological age and sex. The Wechsler Intelligence Scales were used to assess participants’ intelligence quotient (estimated IQ). EF – working memory, shifting, and inhibition – were assessed using the Digit Span, Wisconsin Card Sorting Test and Stroop Test, respectively. TD individuals outperformed ASD in all cognitive assessment measures. Correlation analysis showed that while for the ASD group intelligence was associated with shifting abilities, in the TD group the association was observed for working memory measures. Linear regression analysis supported that the association between intelligence and EF domains differed between groups, particularly regarding shifting abilities (interaction term significant), whereas working memory showed a similar trend in both groups (difference in effect size is non-significant). Results suggest that specific executive function domains are associated with ASD intellectual functioning and differ from TD individuals, which may be related to adaptive behavior outcomes.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"23 1","pages":"776 - 790"},"PeriodicalIF":2.1,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47015558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT It has been debated whether the progressive emergence of theory of mind (ToM) in autistic children is compatible with a ”delayed” or ”different” development model, and whether and how the sequential consolidation of ToM concepts is subject to cross-cultural variations in autistic and typically developing (TD) children. To study these questions, we examined ToM development in autistic children and TD children in Hong Kong (HK). Using an established five-step ToM scale, we measured five ToM abilities in 37 autistic children (M = 6.41 years) and 142 TD children (M = 5.81 years); the two samples were equivalent on verbal mental age. We found that the development of ToM abilities was delayed in autistic children relative to TD children. Moreover, the developmental sequence of ToM of autistic children also differed from that of TD children. Specifically, the sequence observed in autistic children was knowledge access (KA) > diverse desires (DD) > diverse beliefs (DB) > false belief (FB) > hidden emotion (HE), while TD children acquired DD before KA. Additionally, both autistic and TD children in HK mastered KA before DB like their peers from other Eastern countries, but in contrast to Western children who reportedly develop DB earlier than KA. This suggests that HK children are strongly influenced by Eastern culture despite growing up in an East-meets-West society
{"title":"Steps in Theory-of-Mind Development in Hong Kong Cantonese-Speaking Children with and without Autism","authors":"Candice Chi-Hang Cheung, Yicheng Rong, Stéphanie Durrleman","doi":"10.1080/15248372.2022.2100397","DOIUrl":"https://doi.org/10.1080/15248372.2022.2100397","url":null,"abstract":"ABSTRACT It has been debated whether the progressive emergence of theory of mind (ToM) in autistic children is compatible with a ”delayed” or ”different” development model, and whether and how the sequential consolidation of ToM concepts is subject to cross-cultural variations in autistic and typically developing (TD) children. To study these questions, we examined ToM development in autistic children and TD children in Hong Kong (HK). Using an established five-step ToM scale, we measured five ToM abilities in 37 autistic children (M = 6.41 years) and 142 TD children (M = 5.81 years); the two samples were equivalent on verbal mental age. We found that the development of ToM abilities was delayed in autistic children relative to TD children. Moreover, the developmental sequence of ToM of autistic children also differed from that of TD children. Specifically, the sequence observed in autistic children was knowledge access (KA) > diverse desires (DD) > diverse beliefs (DB) > false belief (FB) > hidden emotion (HE), while TD children acquired DD before KA. Additionally, both autistic and TD children in HK mastered KA before DB like their peers from other Eastern countries, but in contrast to Western children who reportedly develop DB earlier than KA. This suggests that HK children are strongly influenced by Eastern culture despite growing up in an East-meets-West society","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"23 1","pages":"732 - 750"},"PeriodicalIF":2.1,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47237407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-28DOI: 10.1080/15248372.2022.2100396
Gabriela R. Brito, C. León, C. Ribeiro, B. Trevisan, N. Dias, A. Seabra
ABSTRACT Evidence points to the possibility of promoting executive functions (EF) through school interventions. Little is known, however, about the effectiveness of this type of intervention in situations of social vulnerability. This study investigated the effectiveness of an EF intervention program applied with a sample of preschool children, in a situation of socioeconomic vulnerability, assisted by a non-governmental organization (NGO) in northeastern Brazil. Participants were 46 children (mean age = 4.67 years; SD = 0.71), divided into experimental (EG = 25) and control (CG = 21) groups. The children were assessed before and after the intervention regarding measures of EF and behavior indices. The intervention was applied over 3 months by two professionals from the NGO. There was no group x moment interaction effect on the performance measure used, however, fewer difficulties were observed posttest in the EG in relation to the CG, according to the informant-based measures. From the parents’ reports, difficulties in inhibitory control (IC) decreased in the EG. From the parents’ and teachers’ reports, difficulties in hyperactivity, conduct problems and behavior problems (BP) total indices also decreased in the EG. A simple mediation model suggested that gains in IC mediated the intervention impact on gains in BP as observed by the parents. Interventions in EF for socioeconomically vulnerable children can minimize the deleterious effects of poverty on neurocognitive development. This study shows the applicability and effects of this type of intervention in an educational context, within the scope of a community assistance social project, bringing neuropsychology and social requirements closer together.
{"title":"Evidence-Based Practices in a Social Project: Promotion of Executive Functions in Children from Northeastern Brazil","authors":"Gabriela R. Brito, C. León, C. Ribeiro, B. Trevisan, N. Dias, A. Seabra","doi":"10.1080/15248372.2022.2100396","DOIUrl":"https://doi.org/10.1080/15248372.2022.2100396","url":null,"abstract":"ABSTRACT Evidence points to the possibility of promoting executive functions (EF) through school interventions. Little is known, however, about the effectiveness of this type of intervention in situations of social vulnerability. This study investigated the effectiveness of an EF intervention program applied with a sample of preschool children, in a situation of socioeconomic vulnerability, assisted by a non-governmental organization (NGO) in northeastern Brazil. Participants were 46 children (mean age = 4.67 years; SD = 0.71), divided into experimental (EG = 25) and control (CG = 21) groups. The children were assessed before and after the intervention regarding measures of EF and behavior indices. The intervention was applied over 3 months by two professionals from the NGO. There was no group x moment interaction effect on the performance measure used, however, fewer difficulties were observed posttest in the EG in relation to the CG, according to the informant-based measures. From the parents’ reports, difficulties in inhibitory control (IC) decreased in the EG. From the parents’ and teachers’ reports, difficulties in hyperactivity, conduct problems and behavior problems (BP) total indices also decreased in the EG. A simple mediation model suggested that gains in IC mediated the intervention impact on gains in BP as observed by the parents. Interventions in EF for socioeconomically vulnerable children can minimize the deleterious effects of poverty on neurocognitive development. This study shows the applicability and effects of this type of intervention in an educational context, within the scope of a community assistance social project, bringing neuropsychology and social requirements closer together.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"23 1","pages":"712 - 731"},"PeriodicalIF":2.1,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48181930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-21DOI: 10.1080/15248372.2022.2100395
Bradley J. Morris, Amy M. Masnick, C. Was
ABSTRACT The statistical properties of data are not present in any individual value, but rather, emerge only by perceiving the set as a whole. Summarizing the statistical properties of sets (e.g., creating ensembles) is ubiquitous in cognition, yet one unanswered question is how this process changes over development. The properties of number sets (e.g., means) provide a unique opportunity to investigate the mechanisms underlying summarization. We presented fourth (~ten-year-old) and sixth grade (~twelve year-old) children from the Midwestern region of the United States with a data comparison task, determining which of two golfers produced the farthest drive, and measured their accuracy, confidence, and eye fixation patterns while solving each trial. Children’s data strategies were identified by coding their eye tracking patterns. The results demonstrated that accuracy and confidence were related to the statistical properties of the sets. Older US children consistently used a strategy that demonstrated attention to diagnostic set properties (e.g., attending to most numbers in a set), whereas most younger children used a variety of strategies, many of which were less accurate (e.g., attending to only one number in a set) or used the same strategies less efficiently than older children (e.g., attending to non-diagnostic place values). The results add to our understanding of US children’s quantitative reasoning by identifying strategies children use to make sense of data, their developmental transitions, and how changes in children’s strategy use is a key component in understanding the developmental improvements in summarizing complex information in the environment.
{"title":"Making Sense of Data: Identifying Children’s Strategies for Data Comparisons","authors":"Bradley J. Morris, Amy M. Masnick, C. Was","doi":"10.1080/15248372.2022.2100395","DOIUrl":"https://doi.org/10.1080/15248372.2022.2100395","url":null,"abstract":"ABSTRACT The statistical properties of data are not present in any individual value, but rather, emerge only by perceiving the set as a whole. Summarizing the statistical properties of sets (e.g., creating ensembles) is ubiquitous in cognition, yet one unanswered question is how this process changes over development. The properties of number sets (e.g., means) provide a unique opportunity to investigate the mechanisms underlying summarization. We presented fourth (~ten-year-old) and sixth grade (~twelve year-old) children from the Midwestern region of the United States with a data comparison task, determining which of two golfers produced the farthest drive, and measured their accuracy, confidence, and eye fixation patterns while solving each trial. Children’s data strategies were identified by coding their eye tracking patterns. The results demonstrated that accuracy and confidence were related to the statistical properties of the sets. Older US children consistently used a strategy that demonstrated attention to diagnostic set properties (e.g., attending to most numbers in a set), whereas most younger children used a variety of strategies, many of which were less accurate (e.g., attending to only one number in a set) or used the same strategies less efficiently than older children (e.g., attending to non-diagnostic place values). The results add to our understanding of US children’s quantitative reasoning by identifying strategies children use to make sense of data, their developmental transitions, and how changes in children’s strategy use is a key component in understanding the developmental improvements in summarizing complex information in the environment.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"23 1","pages":"686 - 711"},"PeriodicalIF":2.1,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43006414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-29DOI: 10.1080/15248372.2022.2083138
Kristy Lam, T. Barry, D. Hallford, M. V. Jimeno, Natalia Solano Pinto, J. Ricarte
ABSTRACT Previous research with adults has shown mixed findings regarding the correlation between specificity and detailedness within autobiographical memories, and their associations with depressive symptoms. However, minimal research has tested these links in adolescents, despite the importance of this developmental period. The present investigation examined these associations in a sample of young community adolescents in Spain (N = 768; Mage = 11.04) by replicating methodology of existing studies. Cued recall was measured using the Autobiographical Memory Test and responses were subsequently coded for specificity (whether the memory referred to an event that lasted less than 24 hours) and amount of detail (time, place, sensory-perceptual information, etc.). Depressive symptoms were assessed using the Patient Reported Outcomes Measure Information System (PROMIS) measure. Two linear mixed models showed that young adolescents who retrieved more detail recalled a greater number of specific memories and that specific memories included a greater amount of detail than nonspecific memories. However, neither memory specificity nor detail were associated with depressive symptoms. Our findings suggest that, in a population of young adolescents, memory specificity and detail are distinct, but interrelated, constructs. Further longitudinal research should examine whether specificity and detail predict depressive symptoms differentially over the course of adolescence; possible mediators and moderators within this association should also be investigated.
{"title":"Autobiographical Memory Specificity and Detailedness and Their Association with Depression in Early Adolescence","authors":"Kristy Lam, T. Barry, D. Hallford, M. V. Jimeno, Natalia Solano Pinto, J. Ricarte","doi":"10.1080/15248372.2022.2083138","DOIUrl":"https://doi.org/10.1080/15248372.2022.2083138","url":null,"abstract":"ABSTRACT Previous research with adults has shown mixed findings regarding the correlation between specificity and detailedness within autobiographical memories, and their associations with depressive symptoms. However, minimal research has tested these links in adolescents, despite the importance of this developmental period. The present investigation examined these associations in a sample of young community adolescents in Spain (N = 768; Mage = 11.04) by replicating methodology of existing studies. Cued recall was measured using the Autobiographical Memory Test and responses were subsequently coded for specificity (whether the memory referred to an event that lasted less than 24 hours) and amount of detail (time, place, sensory-perceptual information, etc.). Depressive symptoms were assessed using the Patient Reported Outcomes Measure Information System (PROMIS) measure. Two linear mixed models showed that young adolescents who retrieved more detail recalled a greater number of specific memories and that specific memories included a greater amount of detail than nonspecific memories. However, neither memory specificity nor detail were associated with depressive symptoms. Our findings suggest that, in a population of young adolescents, memory specificity and detail are distinct, but interrelated, constructs. Further longitudinal research should examine whether specificity and detail predict depressive symptoms differentially over the course of adolescence; possible mediators and moderators within this association should also be investigated.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"23 1","pages":"608 - 623"},"PeriodicalIF":2.1,"publicationDate":"2022-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47504251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-20DOI: 10.1080/15248372.2022.2072846
Thanujeni Pathman, L. Deker, C. Coughlin, S. Ghetti
ABSTRACT Memory for the time associated with past events is critical for our understanding of episodic memory and its development. Relatively little is known about the factors that influence temporal memory development. One such factor examined in the literature is semantic knowledge for time (conventional time knowledge; CTK). Other possible factors include domain general skills (e.g., working memory). The goals of this study were to a) assess temporal memory for past events in middle to late childhood using a naturalistic, yet controlled task, b) examine the relation between temporal memory performance and CTK, c) examine the factors that support the development of conventional time knowledge, and d) test which factors best predict temporal memory performance. Participants included 7-year-olds, 9-year-olds, 11-year-olds and young adults (N = 140). They engaged in naturalistic events in unique locations in the lab over a span of 2–3 hours. One week later, participants were asked to place the events on an arbitrary timeline, and we measured deviations from the precise time that each event took place. Performance on the CTK task, but not age, contributed unique variance to accuracy in the timeline task, replicating findings from previous work. Further, vocabulary and working memory but not inhibitory control or age, were unique predictors of performance on the CTK task. Finally, vocabulary surpassed CTK task performance as a significant predictor of temporal memory. The implications of this work to our understanding of temporal memory, semantic knowledge for time and episodic memory development are discussed.
{"title":"Examining Temporal Memory and Flexible Retrieval of Conventional Time Knowledge across Middle to Late Childhood","authors":"Thanujeni Pathman, L. Deker, C. Coughlin, S. Ghetti","doi":"10.1080/15248372.2022.2072846","DOIUrl":"https://doi.org/10.1080/15248372.2022.2072846","url":null,"abstract":"ABSTRACT Memory for the time associated with past events is critical for our understanding of episodic memory and its development. Relatively little is known about the factors that influence temporal memory development. One such factor examined in the literature is semantic knowledge for time (conventional time knowledge; CTK). Other possible factors include domain general skills (e.g., working memory). The goals of this study were to a) assess temporal memory for past events in middle to late childhood using a naturalistic, yet controlled task, b) examine the relation between temporal memory performance and CTK, c) examine the factors that support the development of conventional time knowledge, and d) test which factors best predict temporal memory performance. Participants included 7-year-olds, 9-year-olds, 11-year-olds and young adults (N = 140). They engaged in naturalistic events in unique locations in the lab over a span of 2–3 hours. One week later, participants were asked to place the events on an arbitrary timeline, and we measured deviations from the precise time that each event took place. Performance on the CTK task, but not age, contributed unique variance to accuracy in the timeline task, replicating findings from previous work. Further, vocabulary and working memory but not inhibitory control or age, were unique predictors of performance on the CTK task. Finally, vocabulary surpassed CTK task performance as a significant predictor of temporal memory. The implications of this work to our understanding of temporal memory, semantic knowledge for time and episodic memory development are discussed.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"23 1","pages":"571 - 589"},"PeriodicalIF":2.1,"publicationDate":"2022-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47775370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-16DOI: 10.1080/15248372.2022.2072847
S. Doan, Qingfang Song
ABSTRACT In the current study, we investigated the relations among maternal emotion socialization practices and children’s inhibitory control (IC) performance in Chinese and European American families. Fifty-three Chinese (Mage = 60 months) and 52 European American (Mage = 50 months) children and their mothers participated in this study. Maternal emotion socialization was assessed using mothers’ reported reactions to children’s negative emotions by completing the Coping with Children’s Negative Emotions Scale (CCNES). Child IC was assessed through two observational measures. Results revealed significant group differences. Specifically, Chinese mothers adopted more harsh responses and less distress responses as compared to European American mothers. Chinese children scored higher on IC than did European American children. Moderation analyses also suggest that maternal harsh responses and distress responses were negatively related to children’s IC performance for European American group but not for Chinese group.
{"title":"Culture, Emotion Socialization and Children’s Inhibitory Control","authors":"S. Doan, Qingfang Song","doi":"10.1080/15248372.2022.2072847","DOIUrl":"https://doi.org/10.1080/15248372.2022.2072847","url":null,"abstract":"ABSTRACT In the current study, we investigated the relations among maternal emotion socialization practices and children’s inhibitory control (IC) performance in Chinese and European American families. Fifty-three Chinese (Mage = 60 months) and 52 European American (Mage = 50 months) children and their mothers participated in this study. Maternal emotion socialization was assessed using mothers’ reported reactions to children’s negative emotions by completing the Coping with Children’s Negative Emotions Scale (CCNES). Child IC was assessed through two observational measures. Results revealed significant group differences. Specifically, Chinese mothers adopted more harsh responses and less distress responses as compared to European American mothers. Chinese children scored higher on IC than did European American children. Moderation analyses also suggest that maternal harsh responses and distress responses were negatively related to children’s IC performance for European American group but not for Chinese group.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"23 1","pages":"591 - 607"},"PeriodicalIF":2.1,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48564651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-29DOI: 10.1080/15248372.2022.2069109
Niamh Oeri
ABSTRACT The study aimed to examine the difference between cheating and persistence during a persistence task to advance persistence measurement. Through a within-subject design (N = 78, mean age: 5.2 years), two different versions of the puzzle box task were administered. The original puzzle box task was administered in condition I (i.e., open version). Children could exhibit three types of behavior: persistence, cheating, and off-task. In condition II (i.e., the fixed version), the box was manipulated to make it impossible to cheat. Hence, children could only exhibit persistence or off-task behavior. The results revealed that while persistence remained stable across the two conditions, the amount of off-task increased substantially when there was no possibility to cheat. These findings indicate that persistence and cheating can be reliably distinguished and provide an empirical basis for analyzing behavioral dynamics between persistence, cheating, and off-task in the puzzle box task.
{"title":"Behavioral Dynamics in a Persistence Task: An Experimental Test of Persistence and Cheating during the Puzzle Box Task","authors":"Niamh Oeri","doi":"10.1080/15248372.2022.2069109","DOIUrl":"https://doi.org/10.1080/15248372.2022.2069109","url":null,"abstract":"ABSTRACT The study aimed to examine the difference between cheating and persistence during a persistence task to advance persistence measurement. Through a within-subject design (N = 78, mean age: 5.2 years), two different versions of the puzzle box task were administered. The original puzzle box task was administered in condition I (i.e., open version). Children could exhibit three types of behavior: persistence, cheating, and off-task. In condition II (i.e., the fixed version), the box was manipulated to make it impossible to cheat. Hence, children could only exhibit persistence or off-task behavior. The results revealed that while persistence remained stable across the two conditions, the amount of off-task increased substantially when there was no possibility to cheat. These findings indicate that persistence and cheating can be reliably distinguished and provide an empirical basis for analyzing behavioral dynamics between persistence, cheating, and off-task in the puzzle box task.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"23 1","pages":"455 - 463"},"PeriodicalIF":2.1,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48959193","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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