Journal of Experimental Child Psychology最新文献_第5页

Gamma oscillations and auditory perception: A cluster-based statistic investigation in infants at higher likelihood of autism and developmental language disorder 伽马振荡和听觉感知：在自闭症和发育性语言障碍较高可能性的婴儿中进行的基于聚类的统计调查。

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2024-12-20 DOI: 10.1016/j.jecp.2024.106132

Silvia Polver , Chiara Cantiani , Hermann Bulf , Caterina Piazza , Chiara Turati , Massimo Molteni , Valentina Riva

The ability to process auditory information is one of the foundations of the ability to appropriately acquire language. Moreover, early difficulties in basic auditory abilities have cascading effects on the appropriate wiring of brain networks underlying higher-order linguistic processes. Language impairments represent core difficulties in two different but partially overlapping disorders: developmental language disorder (DLD) and autism spectrum disorder (ASD). The aim of this study was to investigate basic auditory processes in 12-month-old infants at high likelihood (HL) of developing either DLD or ASD in response to standard tones embedded in a non-speech multi-feature oddball paradigm to discern early differences in how auditory processing relates to language acquisition. To do so, we focused on gamma-band oscillations due to the role of gamma activity in coordinating activity among neural assemblies and thus enabling both sensory and higher-order processing. Considering reported hemispheric asymmetries in auditory and linguistic processing, we chose to refer to a cluster-based method to investigate the whole scalp activity in the gamma range. Our results show that HL-ASD infants are characterized by differences in auditory gamma compared with their typically developing peers. These results may imply an enhanced sensitivity to auditory stimuli in HL-ASD infants that might negatively affect their ability to regulate responses.

听觉信息处理能力是语言习得能力的基础之一。此外，基本听觉能力的早期困难对高阶语言过程背后的大脑网络的适当连接产生了级联效应。语言障碍是发育性语言障碍（DLD）和自闭症谱系障碍（ASD）两种不同但部分重叠的障碍的核心问题。本研究的目的是研究12个月大的婴儿在非言语多特征古怪范式中嵌入的标准音调对DLD或ASD高可能性（HL）的基本听觉过程的反应，以辨别听觉处理与语言习得的早期差异。为了做到这一点，我们将重点放在伽马波段振荡上，这是由于伽马活动在协调神经组件之间的活动中所起的作用，从而实现了感觉和高阶处理。考虑到已报道的听觉和语言处理的半球不对称，我们选择了基于聚类的方法来研究整个头皮在伽马范围内的活动。我们的研究结果表明，与正常发育的同龄人相比，HL-ASD婴儿的听觉伽马值存在差异。这些结果可能暗示HL-ASD婴儿对听觉刺激的敏感性增强，这可能会对他们调节反应的能力产生负面影响。

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引用次数: 0

Sources of variation in preschoolers’ relational reasoning: The interaction between language use and working memory 学龄前儿童关系推理的变异来源：语言使用与工作记忆的相互作用。

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2024-12-19 DOI: 10.1016/j.jecp.2024.106149

Şeref Can Esmer , Eylül Turan , Dilay Z. Karadöller , Tilbe Göksun

Previous research has suggested the importance of relational language and working memory in children’s relational reasoning. The tendency to use language (e.g., using more relational than object-focused language, prioritizing focal objects over background in linguistic descriptions) could reflect children’s biases toward the relational versus object-based solutions in a relational match-to-sample (RMTS) task. In the lack of any apparent object match as a foil option, object-focused children might rely on other cognitive mechanisms (i.e., working memory) to choose a relational match in the RMTS task. The current study examined the interactive roles of language- and working memory-related sources of variation in Turkish-learning preschoolers’ relational reasoning. We collected data from 4- and 5-year-olds (N = 41) via Zoom in the RMTS task, a scene description task, and a backward word span task. Generalized binomial mixed effects models revealed that children who used more relational language and background-focused scene descriptions performed worse in the relational reasoning task. Furthermore, children with less frequent relational language use and focal object descriptions of the scenes benefited more from working memory to succeed in the relational reasoning task. These results suggest additional working memory demands for object-focused children to choose relational matches in the RMTS task, highlighting the importance of examining the interactive effects of different cognitive mechanisms on relational reasoning.

先前的研究表明，关系语言和工作记忆在儿童关系推理中的重要性。使用语言的倾向（例如，使用更多的关系而不是以对象为中心的语言，在语言描述中优先考虑焦点对象而不是背景）可以反映儿童在关系匹配样本（RMTS）任务中对关系解决方案和基于对象的解决方案的偏见。在缺乏任何明显的对象匹配作为辅助选项的情况下，以对象为中心的孩子可能依赖于其他认知机制（即工作记忆）来选择RMTS任务中的关系匹配。本研究考察了语言和工作记忆相关的变异源在土耳其语学习学龄前儿童关系推理中的交互作用。我们通过缩放RMTS任务、场景描述任务和向后词广度任务收集了41名4- 5岁儿童的数据。广义二项混合效应模型显示，使用更多关系语言和以背景为中心的场景描述的儿童在关系推理任务中的表现更差。此外，较少使用关系语言和重点对象描述场景的儿童在关系推理任务中受益于更多的工作记忆。这些结果表明，在RMTS任务中，以对象为中心的儿童需要额外的工作记忆来选择关系匹配，强调了研究不同认知机制对关系推理的交互作用的重要性。

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引用次数: 0

The mediating role of social support on the link between adverse childhood experiences and adult mental health 社会支持在不良童年经历与成人心理健康关系中的中介作用。

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2024-12-19 DOI: 10.1016/j.jecp.2024.106148

Jessica M. Templeton , Wallace E. Dixon Jr. , Stacey Williams , Diana Morelen , Lauren Driggers-Jones , Chelsea Robertson

Adverse childhood experiences (ACEs) have been associated with adult mental health, especially anxiety and depression. We aimed to explain these relationships by investigating perceived social support as a mediating factor. In this model, it is proposed that individuals who experience more ACEs will have less perceived social support in adulthood, which in turn will increase reported anxiety and depression symptoms. Data were collected on ACEs, anxiety, depression, and perceived social support using an anonymous REDCap survey distributed through various social media outlets and relevant listservs. Respondents (N = 494) were caregivers who primarily resided in the United States and identified as White, well-educated, middle class, and female. ACEs were measured using the expanded ACE questionnaire extracted from the Health–Resiliency–Stress Questionnaire. Anxiety and depression were measured by the Generalized Anxiety Disorder 7-item scale and the Patient Health Questionnaire 9-item scale, respectively. Social support was measured with the Multidimensional Scale of Perceived Social Support. Results confirmed partial mediating effects of social support on the relation between (a) ACEs and anxiety and (b) ACEs and depression. Increased exposure to ACEs was associated with less social support in adulthood and, consequently, to greater mental health symptomatology. Implications of these findings highlight the potential role of social support as a preventative strategy and adult social support as a mitigating strategy.

不良童年经历（ace）与成人心理健康，特别是焦虑和抑郁有关。我们的目的是通过调查感知社会支持作为中介因素来解释这些关系。在这个模型中，我们提出，经历更多不良经历的个体在成年后会有更少的社会支持，这反过来会增加报告的焦虑和抑郁症状。通过通过各种社交媒体和相关列表服务器分发的匿名REDCap调查，收集了有关ace、焦虑、抑郁和感知社会支持的数据。受访者（N = 494）是主要居住在美国的照顾者，确定为白人，受过良好教育，中产阶级和女性。ACE采用从健康-弹性-压力问卷中提取的扩展ACE问卷进行测量。焦虑和抑郁分别采用广泛性焦虑障碍7项量表和患者健康问卷9项量表进行测量。社会支持采用感知社会支持多维度量表进行测量。结果证实了社会支持在(a)不良经历与焦虑的关系和(b)不良经历与抑郁的关系中起部分中介作用。暴露于不良经历的增加与成年后较少的社会支持有关，因此，与更大的精神健康症状有关。这些发现的意义突出了社会支持作为预防策略和成人社会支持作为缓解策略的潜在作用。

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引用次数: 0

Balanced time perspective and aggression in left-behind children: The mediating role of self-esteem 平衡时间观与留守儿童的攻击行为：自尊的中介作用

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2024-12-13 DOI: 10.1016/j.jecp.2024.106136

Yu Pi , Yingxue Gong , Xiaobao Li

Left-behind children refer to children who have been separated from their parents for a long period of time because one or both parents have gone to work in cities and towns, and who stay in their hometowns or board with relatives in rural China. This study investigated the association between time perspective and aggression among left-behind children and examined the potential mediating role of self-esteem. The initial cross-sectional study (Study 1) involved a sample of 549 middle school students (M_age = 13.22 years, SD = 1.21) of whom 64.8% were classified as left-behind children. The results indicated that left-behind children exhibited higher levels of aggression, lower levels of balanced time perspective, and lower self-esteem compared with their non-left-behind counterparts. Structural equation modeling showed that balanced time perspective was inversely associated with aggression and that self-esteem partially mediated this relationship in both left-behind and non-left-behind children. Furthermore, Study 2 analyzed data from two waves of assessment involving left-behind children (N = 286; M_age = 13.30 years, SD = 1.01). This longitudinal analysis confirmed that balanced time perspective was a negative predictor of aggression in this group. Through the implementation of a cross-lagged panel model, it was found that balanced time perspective could predict lower levels of aggression in left-behind children by enhancing self-esteem over time. These findings illuminate the relationship between balanced time perspective and behavioral issues in left-behind children, suggesting the importance of interventions aimed at improving time perspective and self-esteem to mitigate aggression.

留守儿童是指由于父母一方或双方到城镇工作而与父母长期分离，留在家乡或寄宿制在农村的儿童。本研究探讨了留守儿童时间观与攻击行为的关系，并考察了自尊在时间观与攻击行为之间的中介作用。最初的横断面研究（研究1）涉及549名中学生（Mage = 13.22岁，SD = 1.21），其中64.8%被归类为留守儿童。结果表明，留守儿童的攻击性水平较高，平衡时间观水平较低，自尊水平较低。结构方程模型表明，在留守儿童和非留守儿童中，平衡时间视角与攻击行为呈负相关，自尊在这一关系中起部分中介作用。此外，研究2分析了两波涉及留守儿童的评估数据(N = 286；年龄= 13.30岁，SD = 1.01)。这一纵向分析证实了平衡时间观是该群体攻击行为的负向预测因子。通过交叉滞后面板模型的实施，我们发现平衡时间视角可以通过增强自尊来预测留守儿童攻击性水平的降低。这些发现阐明了平衡时间观与留守儿童行为问题之间的关系，提示以改善时间观和自尊为目的的干预措施对减轻攻击行为的重要性。

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引用次数: 0

Executive functions in inductive and deductive reasoning 归纳和演绎推理中的执行功能。

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2024-12-13 DOI: 10.1016/j.jecp.2024.106144

Elena Kazali

Inductive reasoning and deductive reasoning share common cognitive abilities and develop substantially during childhood, but still which executive functions (EFs) underlie this development is debated. The current study assessed three EFs—working memory, inhibition, and cognitive flexibility—and examined their interrelations and their relationship with inductive and deductive reasoning. To examine how these types of reasoning and EFs relate in young children, we recruited 155 children (4-, 6-, 8-, and 10-year-olds) to complete two reasoning tasks and three EF tasks. Inductive reasoning and deductive reasoning were directly predicted by working memory and were indirectly predicted by inhibition and cognitive flexibility. This finding sheds light on the predictive role of working memory for both inductive and deductive reasoning and provides support for the shared cognitive relation between them.

归纳推理和演绎推理具有共同的认知能力，并在儿童时期得到了实质性的发展，但哪种执行功能（EFs）是这种发展的基础仍存在争议。目前的研究评估了三种ef——工作记忆、抑制和认知灵活性——并检查了它们的相互关系以及它们与归纳和演绎推理的关系。为了研究这些类型的推理和EF在幼儿中的关系，我们招募了155名儿童（4岁、6岁、8岁和10岁）来完成两个推理任务和三个EF任务。归纳推理和演绎推理由工作记忆直接预测，由抑制和认知灵活性间接预测。这一发现揭示了工作记忆对归纳推理和演绎推理的预测作用，并为两者之间的共同认知关系提供了支持。

引用次数: 0

Relation between general vocabulary knowledge and early numeracy competence: The mediating role of mathematical language 一般词汇知识与早期算术能力的关系：数学语言的中介作用。

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2024-12-13 DOI: 10.1016/j.jecp.2024.106145

Jana Chi-San Ho , Sum Kwing Cheung , Catherine McBride , David J. Purpura , Melody Chi Ying Ng , Audrey Pui Lam Ho

Early language skills are considered important precursors of early mathematical development. Prior research extensively explored the association between vocabulary and early numeracy. However, few studies have delved into the specific impact of mathematical language on this association. This study investigated the extent to which mathematical language mediates the relation between general vocabulary knowledge and early numeracy competence. A total of 180 Hong Kong kindergarteners (mean age = 4.66 years, SD = 0.63) were individually tested on their Chinese general vocabulary knowledge, mathematical language, and early numeracy competence online. Path analysis showed that when children’s age and family income were statistically controlled, general vocabulary knowledge had a direct positive association with early numeracy competence as well as an indirect link through mathematical language. The findings highlighted the pivotal role of mathematical vocabulary in the learning of mathematics in early childhood. Future directions for examining the role of mathematical language in early numeracy development across different languages are further discussed.

早期的语言技能被认为是早期数学发展的重要先兆。先前的研究广泛探讨了词汇和早期计算能力之间的关系。然而，很少有研究深入探讨数学语言对这种联系的具体影响。本研究探讨数学语言在一般词汇知识和早期算术能力之间的中介作用。对180名香港幼稚园儿童（平均年龄4.66岁，SD = 0.63）进行中文一般词汇知识、数学语言和早期计算能力的在线测试。通径分析表明，在统计控制儿童年龄和家庭收入的情况下，一般词汇知识与早期计算能力有直接的正相关关系，并通过数学语言间接联系。研究结果强调了数学词汇在幼儿数学学习中的关键作用。研究数学语言在不同语言早期计算能力发展中的作用的未来方向将进一步讨论。

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引用次数: 0

Developmental normative data for the Balance Tracking System modified Clinical Test of Sensory Integration and Balance protocol Balance Tracking System（平衡跟踪系统）改良版临床感觉统合与平衡测试方案的发育常模数据。

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2024-12-12 DOI: 10.1016/j.jecp.2024.106146

Daniel J. Goble, Kirstie Barnes, Josephine I. Lang, Shweta Kapur, Sophia K. Rosiek, Joshua L. Haworth

A growing number of practitioners are implementing the Balance Tracking System (BTrackS) modified Clinical Test of Sensory Integration and Balance (mCTSIB) to evaluate the sensory sources of balance feedback used to maintain upright standing. The aim of the current study was to expand existing BTrackS mCTSIB normative databases on adults to include reference values from developmental age groups. Participants included children (age range = 5–8 years; n = 212), adolescents (age range = 9–12 years; n = 103), teenagers (age range = 13–17 years; n = 152), and young adults (age range = 18–29 years; n = 779). Testing consisted of four, 20-s trials of static standing on the BTrackS Balance Plate. Each trial systematically manipulated the relative contributions of the vision, proprioception, and vestibular sensory systems. Based on the total center of pressure path length metric from the BTrackS Assess Balance software, it was found that females generally outperformed males in all age groups and sensory conditions. Both sexes showed improvements in balance with age when comparing children and adolescents. However, only in the Standard and Proprioceptive conditions were further age-related improvements seen for the adolescent and young adult groups. The current findings provide useful information demonstrating that sensory feedback processing for balance improves at different rates during development. Percentile ranking “look-up” tables are also provided as a tool for practitioners performing BTrackS mCTSIB testing.

越来越多的从业人员正在使用平衡追踪系统（BTrackS）改良版感觉统合与平衡临床测试（mCTSIB）来评估用于保持直立的平衡反馈感觉源。本研究旨在扩展现有的 BTrackS mCTSIB 成人常模数据库，以纳入发育年龄组的参考值。参与者包括儿童（5-8 岁，212 人）、青少年（9-12 岁，103 人）、少年（13-17 岁，152 人）和青年（18-29 岁，779 人）。测试包括在 BTrackS 平衡板上进行四次 20 秒钟的静态站立试验。每次试验都系统地操纵视觉、本体感觉和前庭感觉系统的相对贡献。根据 BTrackS 平衡评估软件得出的总压力中心路径长度指标，我们发现在所有年龄组和感官条件下，女性的表现普遍优于男性。与儿童和青少年相比，两性的平衡能力都随着年龄的增长而提高。不过，只有在标准和感觉条件下，青少年和年轻成人组才会出现与年龄相关的进一步改善。目前的研究结果提供了有用的信息，表明平衡感觉反馈处理在发育过程中会以不同的速度得到改善。此外，还提供了百分位数排名 "查询 "表，作为从业人员进行 BTrackS mCTSIB 测试的工具。

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引用次数: 0

Corrigendum to “Effects of dual- and single-language exposure on children’s word learning: Experimentally testing the role of competition” [J. Exp. Child Psychol. 244 (2024) 105953] “双语言和单语言接触对儿童词汇学习的影响：竞争作用的实验测试”[J]。儿童心理。244 (2024)105953 [j]。

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2024-12-09 DOI: 10.1016/j.jecp.2024.106161

Emma Libersky, Caitlyn Slawny, Margarita Kaushanskaya

引用次数: 0

Associations between spatial skills and physics knowledge in primary school: Spatial skills are more important for conceptual scientific knowledge than for factual scientific knowledge 空间技能与小学物理知识的关系：空间技能对概念性科学知识的重要性大于对事实性科学知识的重要性。

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2024-12-09 DOI: 10.1016/j.jecp.2024.106135

Alex Hodgkiss , Michael S.C. Thomas , Andrew K. Tolmie , Emily K. Farran

Previous research demonstrates an association between spatial ability and science achievement in primary-school-aged children. However, little is known about the mechanisms driving this relationship. We investigated the associations between children’s spatial skills and components of physics learning (factual knowledge vs. conceptual knowledge [predictions and explanations]). Participants (N = 103; mean age = 9.6 years) completed a set of spatial tasks based on the “2 × 2” (intrinsic–extrinsic; static–dynamic) model of spatial cognition. They also participated in a whole-class science lesson about sound, followed by an assessment of science knowledge. After controlling for vocabulary and prior knowledge, spatial ability was not associated with factual knowledge scores. However, spatial skills were significantly associated with predictions and explanations; the association was stronger for explanations than for predictions and was driven by intrinsic–dynamic spatial skills. Findings demonstrate that spatial skills are more important for conceptual scientific knowledge than for factual scientific knowledge and further suggest that spatial intervention studies designed to enhance children’s science learning should target intrinsic–dynamic spatial skills.

先前的研究表明，空间能力与小学学龄儿童的科学成就之间存在关联。然而，人们对这种关系背后的机制知之甚少。我们调查了儿童空间技能与物理学习组成部分（事实知识与概念知识[预测和解释]）之间的关系。参与者(N = 103；平均年龄9.6岁)完成一组基于“2 × 2”的空间任务(内在-外在；静态-动态)空间认知模型。他们还参加了一堂关于声音的科学课，随后是对科学知识的评估。在控制词汇量和先验知识后，空间能力与事实知识得分无关。然而，空间技能与预测和解释显著相关；这种关联在解释方面比预测方面更强，并且是由内在动态空间技能驱动的。研究结果表明，空间技能对概念性科学知识的学习比对事实性科学知识的学习更重要，进一步表明旨在提高儿童科学学习的空间干预研究应以内在动态空间技能为目标。

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引用次数: 0

Successful comparisons in novel word generalization: Executive functions or semantic knowledge? 新词语概括的成功比较：执行功能还是语义知识？

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2024-12-05 DOI: 10.1016/j.jecp.2024.106130

Yannick Lagarrigue, Jean-Pierre Thibaut

Recent studies indicate that the opportunity to compare several stimuli associated with the same novel object noun, in contrast to a single stimulus design, promotes generalization along conceptually unifying dimensions. In two experiments (N = 240 4- and 5-year-olds), we assessed the link between executive functions and vocabulary (EVIP, a French version [Canadian norms] of the Peabody Picture Vocabulary Test), on the one hand, and children’s novel word generalization performance in a comparison design, on the other. The experiments used two types of materials: unfamiliar objects in Experiment 1 and familiar objects in Experiment 2. In both experiments, results revealed a significant association between generalization performance and flexibility, whereas no significant links were observed with inhibition, working memory, or vocabulary. For familiar objects, we anticipated that vocabulary would play a more significant role, which was not what was observed. We interpret these results in terms of children’s capacity to shift to other dimensions or to re-describe stimuli. Working memory (i.e., keeping track of dimensions) and inhibition (e.g., inhibiting irrelevant salient dimensions) did not reach significance. We also discuss the absence of correlation between vocabulary and the generalization task.

最近的研究表明，与单一刺激设计相比，有机会比较与同一个新对象名词相关的几个刺激，可以促进概念统一维度的泛化。在两个实验中（N = 240名4岁和5岁的儿童），我们一方面评估了执行功能与词汇（Peabody图片词汇测试的法语版[加拿大规范]EVIP）之间的联系，另一方面在比较设计中评估了儿童的新单词概括表现。实验使用了两种类型的材料：实验1中不熟悉的物体和实验2中熟悉的物体。在这两个实验中，结果显示泛化表现和灵活性之间存在显著的联系，而抑制、工作记忆或词汇之间没有显著的联系。对于熟悉的物体，我们预期词汇会发挥更重要的作用，但事实并非如此。我们根据儿童转移到其他维度或重新描述刺激的能力来解释这些结果。工作记忆（即跟踪维度）和抑制（如抑制无关的显著维度）没有达到显著性。我们还讨论了词汇与泛化任务之间缺乏相关性的问题。

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引用次数: 0