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}
Pub Date : 2022-04-19DOI: 10.1080/15248372.2022.2061975
Ayse Payir, Larisa Heiphetz
ABSTRACT Adults commonly conceptualize intentional harms as worse than accidental harms. We probed the developmental trajectory of this pattern and asked whether U.S. children (4 – to 7-year-olds) and adults expected other agents – including another person and God – to share their views. In contrast with some prior work, even the youngest children in the present study considered intent when making moral judgments. Although children did not distinguish among the agents when indicating how severely they would punish intentional and accidental transgressors, adults reported that God would punish less severely than would they themselves or another person. Furthermore, children and adults differed in their evaluation of how the agents would react to the transgressors: Adults and older children were more likely than younger children to attribute spiritual and religious reactions to God. These findings suggest that even young children’s moral judgments are sensitive to information about intent but that the propensity to distinguish others’ focus on intent from one’s own emerges more gradually across age.
{"title":"Children’s and Adults’ Attribution of Moral Judgments to Human and Supernatural Agents","authors":"Ayse Payir, Larisa Heiphetz","doi":"10.1080/15248372.2022.2061975","DOIUrl":"https://doi.org/10.1080/15248372.2022.2061975","url":null,"abstract":"ABSTRACT Adults commonly conceptualize intentional harms as worse than accidental harms. We probed the developmental trajectory of this pattern and asked whether U.S. children (4 – to 7-year-olds) and adults expected other agents – including another person and God – to share their views. In contrast with some prior work, even the youngest children in the present study considered intent when making moral judgments. Although children did not distinguish among the agents when indicating how severely they would punish intentional and accidental transgressors, adults reported that God would punish less severely than would they themselves or another person. Furthermore, children and adults differed in their evaluation of how the agents would react to the transgressors: Adults and older children were more likely than younger children to attribute spiritual and religious reactions to God. These findings suggest that even young children’s moral judgments are sensitive to information about intent but that the propensity to distinguish others’ focus on intent from one’s own emerges more gradually across age.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"23 1","pages":"524 - 544"},"PeriodicalIF":2.1,"publicationDate":"2022-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49096474","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 : 2022-04-07DOI: 10.1080/15248372.2022.2063293
Y. Kuzmina, I. Antipkina
ABSTRACT There are two lines of discussion regarding the function of the Approximate Number System (ANS). The first line focuses on the extent to which visual cues affect the estimation of numerosity. The second line investigates the extent to which ANS precision is associated with symbolic math performance. The current study combined these two lines of discussion. Data from the nonsymbolic comparison test and the math achievement of 313 first graders (mean age: 7.6 years; 51% girls) from Russia were analyzed. First, we estimated the extent to which the effect of nonnumerical visual cues on nonsymbolic numerosity estimation varied across the four formats of stimulus presentation: separated/homogenous, separated/heterogeneous, mixed/homogeneous and mixed/heterogeneous. The results revealed that in the mixed/heterogeneous format of stimulus presentation, the congruency effect was not significant with respect to accuracy and was negative with respect to reaction time (RT). The reduction in the congruency effect may indicate that in this format, the participants tended to directly estimate numerosity, ignoring visual cues. Second, we tested the association between math achievement and precision on the ANS test in each format. The results demonstrated that accuracy in the separated/homogenous format had no significant association with math performance, while accuracy in other formats had significant associations with math performance. Moreover, accuracy in the mixed/heterogeneous format had a larger association than that found in other formats. This result might indicate that ANS accuracy has a significant association with math achievement in formats that demonstrate a smaller congruency effect and greater involvement of the direct estimation of numerosity.
{"title":"The Association between Approximate Number Sense (ANS) and Math Achievement Depends on the Format of the ANS Test","authors":"Y. Kuzmina, I. Antipkina","doi":"10.1080/15248372.2022.2063293","DOIUrl":"https://doi.org/10.1080/15248372.2022.2063293","url":null,"abstract":"ABSTRACT There are two lines of discussion regarding the function of the Approximate Number System (ANS). The first line focuses on the extent to which visual cues affect the estimation of numerosity. The second line investigates the extent to which ANS precision is associated with symbolic math performance. The current study combined these two lines of discussion. Data from the nonsymbolic comparison test and the math achievement of 313 first graders (mean age: 7.6 years; 51% girls) from Russia were analyzed. First, we estimated the extent to which the effect of nonnumerical visual cues on nonsymbolic numerosity estimation varied across the four formats of stimulus presentation: separated/homogenous, separated/heterogeneous, mixed/homogeneous and mixed/heterogeneous. The results revealed that in the mixed/heterogeneous format of stimulus presentation, the congruency effect was not significant with respect to accuracy and was negative with respect to reaction time (RT). The reduction in the congruency effect may indicate that in this format, the participants tended to directly estimate numerosity, ignoring visual cues. Second, we tested the association between math achievement and precision on the ANS test in each format. The results demonstrated that accuracy in the separated/homogenous format had no significant association with math performance, while accuracy in other formats had significant associations with math performance. Moreover, accuracy in the mixed/heterogeneous format had a larger association than that found in other formats. This result might indicate that ANS accuracy has a significant association with math achievement in formats that demonstrate a smaller congruency effect and greater involvement of the direct estimation of numerosity.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"23 1","pages":"545 - 570"},"PeriodicalIF":2.1,"publicationDate":"2022-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42454500","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 : 2022-04-04DOI: 10.1080/15248372.2022.2058509
Zachary S. Gold, J. Perlman, N. Howe, A. A. Mishra, Ganie Dehart, Hannah Hertik, J. Buckley
ABSTRACT Problem solving is an important cognitive skill that children use to plan and navigate various developmental and social tasks. Although previous research was theory-grounded and systematic, to our knowledge, no research has observed and documented children’s problem solving as a primary objective in naturalistic developmental contexts, such as home-based play with friends. The current study used a new observational measure to evaluate associations between children’s frequency of verbal and behavioral problem solving during play with friends and the extent to which they completed a toy construction task. Sixty-eight 7-year-old friends from the Northeast United States were observed in 34 play dyads. Results revealed a significant positive association between problem solving and task completion with no significant gender or play set differences. Results provide initial evidence that observing friends’ shared problem solving behavior may have pedagogical implications for cognitive development in typical early childhood settings.
{"title":"An Observational Study of Children’s Problem Solving during Play with Friends","authors":"Zachary S. Gold, J. Perlman, N. Howe, A. A. Mishra, Ganie Dehart, Hannah Hertik, J. Buckley","doi":"10.1080/15248372.2022.2058509","DOIUrl":"https://doi.org/10.1080/15248372.2022.2058509","url":null,"abstract":"ABSTRACT Problem solving is an important cognitive skill that children use to plan and navigate various developmental and social tasks. Although previous research was theory-grounded and systematic, to our knowledge, no research has observed and documented children’s problem solving as a primary objective in naturalistic developmental contexts, such as home-based play with friends. The current study used a new observational measure to evaluate associations between children’s frequency of verbal and behavioral problem solving during play with friends and the extent to which they completed a toy construction task. Sixty-eight 7-year-old friends from the Northeast United States were observed in 34 play dyads. Results revealed a significant positive association between problem solving and task completion with no significant gender or play set differences. Results provide initial evidence that observing friends’ shared problem solving behavior may have pedagogical implications for cognitive development in typical early childhood settings.","PeriodicalId":47680,"journal":{"name":"Journal of Cognition and Development","volume":"23 1","pages":"503 - 523"},"PeriodicalIF":2.1,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49480612","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 : 2022-04-04DOI: 10.1080/15248372.2022.2058508
Brittany N. Thompson, T. Goldstein
ABSTRACT Pretend play is an important, universal activity of early childhood, but research to date contains multiple inconsistencies in definitions and measurement of pretend play. To begin to resolve this issue, we conducted a first study of the multiple different behaviors of pretend play in the preschool years (3–5 years), and investigated their developmental progression. Pretend play can be defined by five core behaviors, theorized to develop in this order: object substitution, attributing pretend properties, social interactions, role play, and metacommunication. We created a new observational measure to capture all five simultaneously for the first time, and used this measure in 34 hours of naturalistic observation of preschoolers (N = 73) engaged in play. Children’s age was a significant, positive predictor of engagement in the higher-level pretense behaviors (social interactions, role play, metacommunication), and of engagement in multiple behaviors simultaneously. This study provides initial support for the theorized developmental progression of pretend play and provides a framework for future research.
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