Cognitive Development最新文献

Attentional skills, developmental areas, and phonological awareness in children aged 5–6 years 5-6 岁儿童的注意能力、发育领域和语音意识

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2024-10-01 DOI: 10.1016/j.cogdev.2024.101509

Piedad Rocío Lerma Castaño , Amilbia Palacios Córdoba , Aura Angélica Espinel Católico , Gisella Bonilla Santos , José Armando Vidarte Claros

The assessment, detection, and early monitoring of attentional processes, psychomotor skills, and phonological awareness serve as crucial indicators to prevent developmental disorders such as attention deficit and dyslexia. This study aimed to establish the relationship between attentional skills, developmental areas (gross motor skills, fine-adaptive motor skills, hearing and language, personal-social), and phonological awareness in children aged 5–6 years. 122 randomly selected children underwent assessment for visual and auditory attention, developmental areas, and syllabic and phonemic phonological awareness. Attentional skills, evaluated through regression and visual and auditory Letter Cancellation Tests, indicated that half of the sample struggled with the tasks. Overall, phonological awareness performance was low in 36.9 %, moderate in 32 %, and high in 31.1 % of the evaluated children. Visual and auditory attention positively correlated with syllabic and phonemic awareness. The results suggest that both visual and auditory attention skills influence the acquisition of phonological awareness.

对注意力过程、精神运动技能和语音意识的评估、检测和早期监控是预防注意力缺陷和阅读障碍等发育障碍的重要指标。本研究旨在确定 5-6 岁儿童的注意能力、发育领域（粗大运动技能、精细适应运动技能、听力和语言、个人社交）和语音意识之间的关系。随机抽取的 122 名儿童接受了视觉和听觉注意力、发育领域以及音节和音位语音意识的评估。通过回归和视觉与听觉字母消除测试评估的注意力技能表明，样本中有一半的儿童在完成任务时很吃力。总体而言，在接受评估的儿童中，36.9%的儿童语音意识表现较差，32%的儿童表现中等，31.1%的儿童表现较好。视觉和听觉注意力与音节和音位意识呈正相关。结果表明，视觉和听觉注意能力都会影响语音意识的获得。

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引用次数: 0

Creating my own story: Improving children’s creative thinking and composition creativity through a three-staged individual-group-individual story writing framework 创作我自己的故事通过 "个人-小组-个人 "三个阶段的故事写作框架，提高儿童的创造性思维和作文创造力

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2024-10-01 DOI: 10.1016/j.cogdev.2024.101513

Hsu-Chan Kuo , Chu-Yang Chang , Jian-Ping Wang , Estelle Linjun Wu , Pei-Lin Li

Previous research primarily used creative writing in secondary and undergraduate courses, while practical writing models in primary school merit development. Based on the scaffolding theory, a three-staged Individual-Group-Individual (IGI) storywriting model was developed to cultivate 27 fifth graders’ (11–12 years old) creative thinking and composition creativity in the 14-week course. A mixed-methods approach was conducted, in which the Torrance Test of Creative Thinking, the Composition Creativity Scale, and focus group interviews were employed. The quantitative results indicated that the students significantly improved creativity and composition creativity. The qualitative findings supported these results, highlighting increased incubation time, peer exchange, concept visualisation, the value of scaffolding, and individual portfolios. The three-staged IGI model has been indicated as an effective approach that future studies and educational practices can use.

以往的研究主要将创意写作用于中学和本科课程，而小学实用写作模式值得开发。以支架理论为基础，开发了个人-小组-个人（IGI）三阶段故事写作模式，在为期14周的课程中培养27名五年级学生（11-12岁）的创造性思维和作文创造力。研究采用了混合方法，包括托伦斯创造性思维测试、作文创造力量表和焦点小组访谈。定量结果表明，学生的创造力和作文创造力有了明显提高。定性研究结果支持这些结果，强调了熏陶时间的增加、同伴交流、概念可视化、支架的价值以及个人作品集。三阶段 IGI 模式被认为是未来研究和教育实践可以采用的有效方法。

引用次数: 0

Developmental origins of regulatory emotional self-efficacy beliefs in preadolescence: A longitudinal investigation from early childhood till adolescence 青春期前调节情绪自我效能感信念的发展起源：从幼儿期到青春期的纵向调查

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2024-10-01 DOI: 10.1016/j.cogdev.2024.101512

Natalie Christner , Laura Di Giunta , Daniela Kloo , Markus Paulus

Regulatory emotional self-efficacy beliefs (RESE) are essential for socio-emotional functioning. While they are shown to emerge in early adolescence, their developmental origins are largely unknown. The current study takes a longitudinal approach to investigate the developmental factors that relate to the emergence of RESE. It covers central factors from early to middle childhood. Specifically, we examined the impact of maternal interaction quality, emotion knowledge, goal maintenance (at 4–5 years), and global self-worth (8 years) on 12-year-olds’ (M_age = 12;2) perceived capability to regulate negative emotions (RESE-NEG) and to express positive emotions (RESE-POS) (N = 155, 68 female, mostly White). Maternal non-hostility and child cognitive competencies at 4–5 years predicted adolescents’ RESE-NEG (βs =.26–.33), demonstrating first evidence how early social experiences contribute to RESE. Global self-worth predicted RESE-POS (β =.27). The study broadens our knowledge on the psychological mechanisms that support the development of RESE. It highlights adolescents’ RESE as outcome of earlier developing social-cognitive competencies and experiences in caregiver-child interactions in early childhood.

调节性情绪自我效能信念（RESE）对社会情绪功能至关重要。虽然这些信念在青春期早期就已出现，但其发展起源在很大程度上还不为人所知。本研究采用纵向方法来调查与 RESE 的出现有关的发展因素。研究涵盖了从幼儿期到中期的核心因素。具体来说，我们研究了母亲互动质量、情绪知识、目标维持（4-5 岁）和整体自我价值（8 岁）对 12 岁儿童（Mage = 12;2）调节消极情绪（RESE-NEG）和表达积极情绪（RESE-POS）的感知能力的影响（N = 155，68 名女性，大部分为白人）。4-5岁时母亲的非敌意和儿童的认知能力可预测青少年的RESE-NEG（βs =.26-.33），首次证明了早期社会经历对RESE的影响。总体自我价值预测了 RESE-POS（β =.27）。这项研究拓宽了我们对支持 RESE 发展的心理机制的认识。研究强调，青少年的 "自我实现 "是早期社会认知能力发展和幼儿期照顾者与儿童互动经历的结果。

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引用次数: 0

Indirect effects of intrusive parenting on externalizing behaviors in socioeconomically disadvantaged children: A parallel mediation analysis 侵入性养育对社会经济弱势儿童外化行为的间接影响：平行中介分析

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2024-10-01 DOI: 10.1016/j.cogdev.2024.101516

Germaine Y.Q. Tng , Hwajin Yang

Although emerging research has identified intrusive parenting as a crucial risk factor for childhood externalizing behaviors, the mechanisms that underlie this relation warrant further investigation. Hence, the present study examined common executive functioning (EF) and expressive verbal abilities as parallel mediators in the associations between intrusive parenting and externalizing behaviors (i.e., hyperactivity/inattention, conduct problems) in preschool-aged children from low-income families. Data from the Family Life Project (N = 1050, M_age = 3 years 2 months) was analyzed using structural equation modelling. We found that common EF and expressive verbal abilities separately mediated the respective pathways from intrusive parenting to preschool-aged children’s hyperactivity/inattention problems and conduct problems. These findings held when key covariates-age, gender, household income, ethnicity, and state of residence—were controlled for. Notably, our findings provide evidence of potentially differing processes that explain the link between intrusive parenting and separable aspects of externalizing behaviors in young children from disadvantaged families.

尽管新近的研究发现，侵入性养育是儿童外化行为的一个重要风险因素，但这种关系的内在机制还需要进一步研究。因此，本研究将常见的执行功能（EF）和语言表达能力作为干扰性养育与低收入家庭学龄前儿童外化行为（即多动/注意力不集中、行为问题）之间关系的平行中介。我们采用结构方程模型分析了家庭生活项目（N = 1050，年龄 = 3 岁 2 个月）的数据。我们发现，从侵入性养育到学龄前儿童的多动/注意力问题和行为问题，常见的EF和表达性言语能力分别起到了中介作用。在对年龄、性别、家庭收入、种族和居住州等主要协变量进行控制后，这些发现仍然成立。值得注意的是，我们的研究结果提供了一些证据，证明了侵入性养育与弱势家庭幼儿外化行为的可分离方面之间可能存在不同的过程。

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引用次数: 0

From spontaneous focusing on numerosity to mathematics achievement: The mediating role of non-symbolic number processing and mapping between symbolic and non-symbolic representations of number 从自发关注数字到数学成就：非符号化数字处理的中介作用以及符号化和非符号化数字表征之间的映射

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2024-10-01 DOI: 10.1016/j.cogdev.2024.101507

Reanna Wing Yiu Hung , Joey Tang , Winnie Wai Lan Chan

Young children who readily demonstrate a self-initiated orientation, or spontaneous focusing on numerosity (SFON), perform better in mathematics in later years. To further our understanding of the mechanisms behind this relation, the present longitudinal study with 150 Chinese preschoolers examined the potential mediating role of non-symbolic number processing and mapping between symbolic and non-symbolic representations of number. Mediation analysis indicates two independent pathways leading from SFON to math achievement—namely the non-symbolic number processing pathway and the number mapping pathway—providing a more comprehensive model to explain the predictability of SFON on children’s math achievement. Our findings indicate that children with a stronger tendency to focus on the cardinal information of the environment are better at processing set sizes as well as mapping non-symbolic quantity information onto numbers, leading to better math achievement.

容易表现出自发定向或自发关注数字（SFON）的幼儿在以后的数学学习中表现更好。为了进一步了解这种关系背后的机制，本纵向研究以 150 名中国学龄前儿童为对象，考察了非符号化数字处理的潜在中介作用以及符号化和非符号化数字表征之间的映射。中介分析表明，从SFON到数学成绩有两条独立的途径--即非符号数字加工途径和数字映射途径--为解释SFON对儿童数学成绩的可预测性提供了一个更全面的模型。我们的研究结果表明，更倾向于关注环境中基本信息的儿童更善于处理集合大小以及将非符号数量信息映射到数字上，从而取得更好的数学成绩。

引用次数: 0

Preschool children’s resource allocation towards and reasoning about exclusion of agents with disabilities 学龄前儿童对残疾代理人的资源分配和排斥推理

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2024-10-01 DOI: 10.1016/j.cogdev.2024.101510

Teresa Landwehrmann, Markus Paulus, Natalie Christner

How to act fairly among individuals with different abilities is a challenge for societies that subscribe to principles of inclusivity and individual rights. This raises the question whether children acknowledge the needs of others with a disability and how they reason about inclusive group-decisions. This study examined whether 3- to 6-year-old children distribute resources unequally benefitting others with physical or behavioral disabilities and how children reason about their distributions. Also, we investigated children’s decisions and justifications on whether individuals with a disability should participate in group activities even when an authority suggests otherwise. Results showed that preschoolers see disability as a reason for equitable distribution and advocate for inclusion even against an authority’s suggestion. This means that when asked to allocate resources, children take the needs of individuals with disabilities into account. Our findings indicate that children consider inclusion as a moral concern.

对于奉行包容性和个人权利原则的社会来说，如何在不同能力的人之间公平行事是一个挑战。这就提出了一个问题：儿童是否承认其他残疾人的需求，以及他们如何推理出具有包容性的群体决策。本研究考察了 3-6 岁儿童在分配资源时是否会不平等地惠及身体或行为残疾的他人，以及儿童是如何推理其分配的。此外，我们还调查了儿童对于即使权威人士不建议残疾人士参加集体活动，他们也是否应该参加的决定和理由。结果表明，学龄前儿童将残疾视为公平分配的理由，即使权威人士的建议无效，他们也会主张包容残疾人士。这说明，在要求分配资源时，儿童会考虑到残疾人的需求。我们的研究结果表明，儿童认为全纳是一种道德关怀。

引用次数: 0

Effects of “We”-framing and partner number on 2- and 3-year-olds’ sense of commitment 我们 "的框架和伙伴人数对两三岁幼儿承诺感的影响

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2024-10-01 DOI: 10.1016/j.cogdev.2024.101511

Jared Vasil , Maya Provençal , Michael Tomasello

Committed partners feel normatively bound to one another. This normative pressure causes partners not to abandon one another for attractive alternatives. Research suggests that this sense of commitment emerges at around 3 years of age. This study investigated effects of partner number and linguistic “we”-framing on 2- and 3-year-olds’ commitment (N = 48 per age group). One or three puppet partners framed a boring game as something either “we” or “you” are doing. As participants played with their partner(s), a fun, alternative game appeared. Two-year-olds remained longer with partner(s) before abandoning them following “we”-framing compared to “you”-framing, particularly when committed to a group of partners. There were no reliable effects on 3-year-olds, who readily abandoned their partner(s). This is the first report of a manipulation that reliably influences 2-year-olds’ sense of commitment. These results may suggest a not-fully-normative, partner-based sense of responsibility in 2-year-olds, though additional research is warranted.

忠诚的伴侣会感到彼此的规范约束。这种规范压力使伴侣们不会因为其他有吸引力的选择而抛弃对方。研究表明，这种承诺感是在 3 岁左右出现的。本研究调查了伙伴数量和语言 "我们 "框架对 2 岁和 3 岁儿童承诺的影响（每个年龄组 48 人）。一个或三个木偶伙伴将无聊的游戏框定为 "我们 "或 "你们 "正在做的事情。当参与者与同伴一起玩时，另一种有趣的游戏就出现了。与 "你们 "相比，两岁幼儿在 "我们 "框架下，特别是在与一组伙伴一起玩时，与伙伴在一起的时间更长，然后才会放弃。对 3 岁幼儿则没有可靠的影响，因为他们很容易抛弃自己的伙伴。这是第一份关于能可靠地影响 2 岁幼儿承诺感的操作的报告。这些结果可能表明，两岁幼儿的责任感并不是完全规范的，而是以伙伴为基础的，但还需要进一步的研究。

引用次数: 0

Does the tendency to overestimate future emotions motivate practice in young children? 高估未来情绪的倾向是否会激发幼儿的练习？

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2024-10-01 DOI: 10.1016/j.cogdev.2024.101515

Shalini Gautam , Giang Nguyen , Jonathan Redshaw , Thomas Suddendorf

Young children and adults tend to overestimate the intensity of their emotional responses to future events. This intensity bias has been proposed to motivate future oriented behaviour. In two studies (N=210) we investigated if the magnitude of the intensity bias was associated with increased practice for an upcoming ‘championship game’. Children (4–8 years) anticipated their emotional response towards losing the championship game, and were then given free time where they could practice in preparation, or play a distractor game. We measured the time children spent playing and the number of attempts they made in the target game. Children reported their emotions once again after they lost the championship game, which was set up to be too difficult to win. Replicating previous findings, children predicted they would feel sadder to lose the game than they ended up reporting actually feeling when they lost. Planned analyses in study 1 revealed no association between the intensity bias and spending more time, or making more attempts, in the target game. However, post hoc analyses found that a greater intensity bias predicted children spending more time per attempt in the target game. This result was replicated in a new sample of children in study 2. We discuss how this finding may support the possibility that the intensity bias functions to motivate future-oriented behaviour.

幼儿和成年人往往会高估自己对未来事件的情绪反应强度。这种强度偏差被认为是未来行为的动机。在两项研究（N=210）中，我们调查了强度偏差的大小是否与即将到来的 "冠军赛 "的练习增加有关。孩子们（4-8 岁）预计了他们对输掉冠军赛的情绪反应，然后给他们自由时间，让他们练习准备，或玩一个分散注意力的游戏。我们测量了孩子们在目标游戏中的游戏时间和尝试次数。在输掉冠军游戏后，孩子们再次报告了他们的情绪。与之前的研究结果相同，孩子们预测自己输掉游戏后会感到更难过，而他们最终报告的输掉游戏后的实际感受却不尽相同。研究 1 的计划分析表明，强度偏差与在目标游戏中花费更多时间或进行更多尝试之间没有关联。然而，事后分析发现，强度偏差越大，儿童每次尝试目标游戏的时间就越长。在研究 2 中，这一结果在新的儿童样本中得到了验证。我们将讨论这一结果如何支持强度偏差激励未来行为的可能性。

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引用次数: 0

Achievements in arithmetic and measurement units predict fraction understanding in an additive and linear manner 算术和测量单位的成绩以加法和线性的方式预测对分数的理解

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2024-10-01 DOI: 10.1016/j.cogdev.2024.101517

Markus Wolfgang Hermann Spitzer , Miguel Ruiz-Garcia , Younes Strittmatter , Eileen Richter , Raphael Gutsfeld , Korbinian Moeller

Learning fractions is one of the most difficult but nevertheless critical mathematical topics in school as understanding fractions significantly predicts later mathematics achievement and vocational prospects. Importantly, mastery of basic mathematical topics (e.g., arithmetic skills) was repeatedly observed to serve as a stepping stone for learning fractions. However, it has not yet been investigated in detail whether achievements on such basic mathematical topics predict fraction understanding uniquely and linearly or whether there are also multiplicative and non-linear dependencies. Such multiplicative and/or non-linear dependencies would suggest that closing knowledge gaps on key topics is of paramount importance, as knowledge gaps on these topics could have negative consequences for the understanding of fractions. Therefore, we predicted students’ fraction understanding by their performance on four prior topics (i.e., Geometry, Basic Arithmetic, Measurement Units, and Advanced Arithmetic) and compared the fits of different regression models (including topics as main effects only vs. also including interaction and quadratic terms). Our analyses considered three cohorts of students (approximate age range: 12–13 years) attending different school tracks that vary in difficulty (i.e., 6468 students of academic track schools; as well as 4598 students, and 1743 students of two vocational track schools) who used an intelligent tutor system. Results were similar across all three cohorts substantiating the robustness of our results: students’ fraction understanding was linearly predicted by achievements in basic mathematical skills (i.e., arithmetic and measurement units). We found no substantial support favoring more complex models across all three cohorts. As such, the results suggested that achievements in arithmetic and measurement units serve as unique and linear stepping stones for later fraction understanding. These findings suggest that those students with knowledge gaps in arithmetic and measurement units should be encouraged to revise these topics before moving on to more advanced topics—such as fractions—as these more advanced topics build on them.

学习分数是学校中最困难但又最关键的数学课题之一，因为对分数的理解能极大地预示学生日后的数学成绩和职业前景。重要的是，人们多次观察到，掌握基本数学主题（如算术技能）是学习分数的垫脚石。然而，对于这些基础数学题目的成绩是否能唯一地、线性地预测分数理解能力，或者是否还存在乘法和非线性的依赖关系，还没有进行过详细的研究。这种乘法和/或非线性依赖关系表明，缩小关键题目上的知识差距至关重要，因为这些题目上的知识差距可能会对分数理解产生负面影响。因此，我们通过学生在之前四个主题（即几何、基础算术、度量单位和高级算术）上的表现来预测他们对分数的理解，并比较了不同回归模型的拟合效果（仅将主题作为主效应与同时包含交互项和二次项）。我们的分析考虑了三组使用智能辅导系统的学生（大致年龄范围：12-13 岁），他们就读于不同的学校，难度各异（即学术轨道学校的 6468 名学生；以及两所职业轨道学校的 4598 名学生和 1743 名学生）。三组学生的结果相似，证明了我们结果的稳健性：学生的分数理解能力与基本数学技能（即算术和测量单位）的成绩呈线性预测关系。在所有三个组群中，我们都没有发现更复杂的模型。因此，研究结果表明，算术和测量单位方面的成绩是日后理解分数的独特的线性垫脚石。这些研究结果表明，对于那些在算术和测量单位方面存在知识缺口的学生，应鼓励他们先复习这些内容，然后再学习更高级的内容（如分数），因为这些更高级的内容是建立在他们的基础之上的。

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引用次数: 0

Is monitoring in executive functions related to metacognitive monitoring? 执行功能中的监控与元认知监控有关吗？

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2024-10-01 DOI: 10.1016/j.cogdev.2024.101514

Ebru Ger , Florian J. Buehler

Executive functions (EF) and metacognition (MC) have so far been investigated separately, yet, on the theoretical level, they share commonalities. It remains unclear whether these skills correlate in young children, and more importantly, whether monitoring processes within each may be associated. Here, we tested 6- to 8-year-old children's (N = 312) EF with the Hearts and Flowers task and MC with a paired associates memory task and focused on monitoring as a potential associated process. We examined children's accuracy and reaction time (RT) in the Hearts and Flowers task, as well as their post-error slowing as an indicator of monitoring. We measured children's accuracy and the latency of their confidence judgments for their answers in the paired associates task as an indicator of explicit and implicit metacognitive monitoring, respectively. Results showed that, for both inhibition and shifting components of EF, there was a significant positive correlation between children's RT in the Hearts and Flowers and the latency of memory monitoring judgments. That is, children who were faster in self-evaluations of their memory performance (i.e., metacognitive monitoring) were also faster in executive functioning. Evidence for the relationship between accuracy in the Hearts and Flowers task and memory monitoring was inconclusive. Post-error slowing was not associated with any measure of memory monitoring. Together, these findings suggest that EF and memory monitoring are rather weakly associated in 6- to 8-year-old children although both can be considered as higher-order cognitive processes. Although children show indications of monitoring within both EF and MC, monitoring is unlikely to explain their link.

迄今为止，执行功能（EF）和元认知（MC）一直被分开研究，但在理论层面上，它们却有共同之处。目前还不清楚这些技能在幼儿身上是否存在关联，更重要的是，它们之间的监测过程是否存在关联。在此，我们用 "心花怒放 "任务测试了 6 至 8 岁儿童（312 人）的 EF，用配对联想记忆任务测试了 MC，并将重点放在作为潜在关联过程的监控上。我们考察了儿童在 "心花怒放 "任务中的准确率和反应时间（RT），以及作为监控指标的错误后减速。我们测量了儿童在配对联想任务中对答案的准确性和信心判断的延迟，分别作为显性和隐性元认知监控的指标。结果表明，对于EF中的抑制和转移成分，儿童在 "心花怒放 "中的反应时间与记忆监测判断的潜伏期之间存在显著的正相关。也就是说，自我评估记忆表现（即元认知监控）较快的儿童，其执行功能也较快。关于 "心与花 "任务的准确性与记忆监控之间的关系，尚无定论。出错后的速度减慢与任何记忆监控措施都没有关系。总之，这些研究结果表明，在 6 至 8 岁的儿童中，执行功能与记忆监控之间的关系很弱，尽管两者都可被视为高阶认知过程。虽然儿童在EF和MC中都表现出监测的迹象，但监测不太可能解释两者之间的联系。

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引用次数: 0