Cognitive Development最新文献

英文中文

The links between quantitative versus spatial language knowledge and numeracy skills in kindergarten children 幼儿园儿童数量与空间语言知识与计算能力的关系

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-02-27 DOI: 10.1016/j.cogdev.2025.101560

Jenny Yun-Chen Chan , Vanessa Vieites , Jinjing (Jenny) Wang

Relational language knowledge, including the understanding of quantitative and spatial terms, is generally associated with children’s developing numeracy skills. Still unclear, however, are the developmental trajectory and direction of the potential links between different aspects of relational language and various facets of numeracy skills. The current study used cross-lagged panel models to analyze the links between quantitative versus spatial language knowledge and facets of numeracy skills among 104 kindergarten children (5.9 years; 44 % boys; 37 % White, 25 % Black, 14 % Asian, 24 % Other), who were tested at two separate time points six weeks apart. The models revealed that, after controlling for children’s general vocabulary knowledge, their quantitative language knowledge at Time 1 predicted their number comparison skills at Time 2. In contrast, children’s number ordering skills at Time 1 predicted their spatial language knowledge at Time 2. Children’s number line estimation skills at Time 1 also predicted their spatial language knowledge at Time 2. However, when replacing general vocabulary knowledge with spatial or quantitative language knowledge as a covariate, only the link from number line estimation skills to later spatial language knowledge remained significant. Together, these results provide some evidence for the specificity and directionality of the influences between quantitative versus spatial language and facets of numeracy skills.

关系语言知识，包括对数量和空间术语的理解，通常与儿童发展的计算技能有关。然而，关系语言的不同方面与计算技能的不同方面之间的潜在联系的发展轨迹和方向仍不清楚。本研究采用交叉滞后面板模型分析了104名幼儿园儿童(5.9岁；44 %男孩;37 %白人，25 %黑人，14 %亚洲人，24 %其他)，在相隔6周的两个不同时间点进行测试。模型显示，在控制了儿童的一般词汇知识后，他们在时间1的定量语言知识预测了他们在时间2的数字比较技能。相比之下，儿童在时间1的数字排序技能预测了他们在时间2的空间语言知识。儿童在时间1的数轴估计技能也预测了他们在时间2的空间语言知识。然而，当用空间或定量语言知识作为协变量取代一般词汇知识时，只有数线估计技能与后来的空间语言知识之间的联系仍然显著。总之，这些结果为定量语言与空间语言和计算技能各方面之间影响的特异性和方向性提供了一些证据。

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引用次数: 0

Children’s understanding of the causal mechanisms underlying disease prevention 儿童对疾病预防因果机制的认识

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-02-27 DOI: 10.1016/j.cogdev.2025.101563

Phoebe Degn, Zoey Fiber, Jessica Sullivan

What drives children’s early beliefs about disease transmission and prevention? We taught children (N = 152; 3;0–7;11) about three ailments (COVID-19, a novel disease Zerpox, bike-related injury) and the Personal Protective Equipment (PPE) used to prevent them (facemasks, earmuffs, helmets). Children then saw pairs of characters and decided who was safer from [getting sick/hurt]. In a preregistered 2x3x2 within-subjects design, we manipulated whether each character wore PPE or not, whether they wore the correct PPE for the ailment, and whether they wore the PPE properly. Children displayed stronger knowledge of PPE for preventing injury than illness, although there were large age effects. Performance on COVID-19 trials was generally similar to Zerpox trials, suggesting similar reasoning about novel and more familiar diseases. We classified children’s performance based on the folk theories that might underlay their behavior, showing a strong reliance on theories other than germ theory in shaping performance.

是什么驱使孩子们对疾病传播和预防的早期观念？我们教孩子们(N = 152；3; 0-7;11)关于三种疾病（COVID-19，一种新型疾病Zerpox，与自行车相关的伤害）和用于预防它们的个人防护装备（PPE）（口罩，耳罩，头盔）。然后，孩子们看到成对的人物，决定谁更安全，不会[生病/受伤]。在预先登记的2x3x2受试者设计中，我们控制每个角色是否穿着PPE，他们是否为疾病穿着正确的PPE，以及他们是否正确穿着PPE。儿童对PPE预防伤害的知识比疾病知识更强，尽管存在很大的年龄影响。COVID-19试验的表现与Zerpox试验大致相似，表明对新型和更熟悉的疾病的推理相似。我们根据民间理论对儿童的表现进行分类，这些理论可能是儿童行为的基础，在塑造表现方面，我们强烈依赖于细菌理论以外的理论。

引用次数: 0

Exploring the nature of multilingual input to infants in multiple caregiver families in an African city: The case of Accra (Ghana) 探索非洲城市多名照顾者家庭中婴儿多语言输入的本质：以加纳阿克拉为例

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-02-21 DOI: 10.1016/j.cogdev.2025.101558

Paul Okyere Omane , Titia Benders , Natalie Boll-Avetisyan

Examining the language input experiences of infants growing up in multilingual African environments is essential to understanding their language acquisition. We explored the language input to 3;0–12;0-month-old infants (N = 121) in Ghana (Sub-Saharan Africa), a non-Western and less-economically rich social context and highly multilingual country. Data collection involved an interview assessment, followed by caregivers completing a 12-hour logbook to indicate the languages their child heard over a day. Results demonstrated consistency of the infant's language exposure across both input measurement tools, suggesting their reliability. Results revealed that Ghanaian infants are raised multilingually, exposed to between two and six languages, and engage with between two and six regular input providers. There was no evidence for associations of age with number of languages or regular input providers. Analyses of the relative amount of input in Ghanaian English, Akan, Ewe, and Ga, revealed that infants receive less direct than indirect input in Ghanaian English, with no such difference observed in Akan, Ewe, Ga, and no evidence of age effects. These findings shed light on the language environment and input to African infants raised in multilingual societies, highlighting the impact of social and cultural contexts on linguistic input. We conclude with reflections on studying infants in non-Western, less-economically Rich social contexts in multilingual Africa.

研究在非洲多语言环境中长大的婴儿的语言输入经验对于理解他们的语言习得至关重要。我们探索了加纳（撒哈拉以南非洲）3 - 12个月大的婴儿（N = 121）的语言输入，这是一个非西方、经济不发达的社会环境和高度多语言的国家。数据收集包括访谈评估，随后由看护人完成一份12小时日志，记录孩子一天听到的语言。结果显示婴儿的语言暴露在两种输入测量工具之间的一致性，表明它们的可靠性。结果显示，加纳婴儿在多语言环境中长大，接触到两到六种语言，并与两到六个常规输入提供者接触。没有证据表明年龄与语言数量或常规输入提供者有关。对加纳英语、阿坎语、埃韦语和加纳语相对输入量的分析显示，婴儿在加纳英语中获得的直接输入比间接输入少，在阿坎语、埃韦语和加纳语中没有观察到这种差异，也没有年龄影响的证据。这些发现揭示了在多语言社会中长大的非洲婴儿的语言环境和输入，突出了社会和文化背景对语言输入的影响。最后，我们反思了在多语言非洲的非西方、经济不太富裕的社会背景下研究婴儿。

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引用次数: 0

Dissociations between short and long-term effects of coronavirus pandemic closures: The case of math fluency 冠状病毒大流行关闭的短期和长期影响之间的分离：数学流畅性的案例

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-02-20 DOI: 10.1016/j.cogdev.2025.101562

Sarit Ashkenazi , Sonia Hasson

Over the last years, many studies have explored the effect of the Coronavirus pandemic closures on learning and discovered that it resulted, mostly, in learning loss. However, studies that tested the long-term effects of the closures are lacking. Hence, the effects of the closures on the ability to solve addition or multiplication facts, in typically developing children and children with developmental dyscalculia were tested. A group of children that were in the 1st and 2nd grades during the closure were selected and were tested 2 years later. Another group of children with similar characteristics, before the closures (during 2018), served as the control group. Interestingly, concerning multiplication, participants who were during the closures showed improved abilities. Children with developmental dyscalculia showed weakness in addition and multiplication but with more severe weakness in multiplication. These results indicated that learning loss is related to the time of acquisition of the subject matter.

在过去几年中，许多研究探索了冠状病毒大流行关闭对学习的影响，并发现它主要导致学习损失。然而，测试关闭的长期影响的研究是缺乏的。因此，闭合对正常发育儿童和发育性计算障碍儿童解决加法或乘法问题的能力的影响进行了测试。在关闭期间，一组一年级和二年级的孩子被选中，并在两年后接受测试。另一组具有相似特征的儿童在关闭前（2018年）作为对照组。有趣的是，在乘法方面，处于封闭状态的参与者表现出更高的能力。发展性计算障碍患儿表现为加法和乘法能力弱，但乘法能力弱更为严重。这些结果表明，学习损失与习得主题的时间有关。

引用次数: 0

Approach avoidance responses to facial expressions in young children: A study using a dance pad 幼儿对面部表情的接近回避反应：一项使用舞池的研究

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-02-20 DOI: 10.1016/j.cogdev.2025.101564

Shinnosuke Ikeda

Although the approach-avoidance response to facial expressions is considered an evolutionarily acquired adaptive response, it has primarily been examined in adult participants. The present study investigated approach-avoidance responses to facial expressions in 23 Japanese young children aged 3–5 years using a dance game pad. The results revealed that approach responses were dominant in response to happy facial expressions, while avoidance responses were dominant in response to angry facial expressions. These findings lend support to the innateness of approach-avoidance responses.

尽管对面部表情的接近-回避反应被认为是一种进化上获得的适应性反应，但它主要是在成人参与者中进行的研究。本研究以23名3-5岁的日本儿童为研究对象，使用舞蹈游戏板对面部表情进行了避近反应。结果显示，面对快乐的面部表情时，接近反应占主导地位，而面对愤怒的面部表情时，回避反应占主导地位。这些发现为回避方法反应的先天性提供了支持。

引用次数: 0

The development and predictors of school-age children’s nonsymbolic number comparison abilities: Modulated by congruency between numerosity and visual cues 学龄儿童非符号数比较能力的发展及其预测因素：由数字与视觉线索的一致性调节

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-02-19 DOI: 10.1016/j.cogdev.2025.101559

Yue Qi , Xiao Yu , Di Li , Jingyi Zhang , Yinghe Chen , Yixuan Wu

Children’s abilities to compare two sets of nonsymbolic numbers improve throughout development. However, it remains unclear whether the improvement is driven by a more precise internal representation of numerosity or an enhanced ability to resist interference from visual cues. To address this question, we conducted a one-year longitudinal study with 112 children (M_age = 8 years and 9 months, SD = 7 months at T1), comparing performance changes in two conditions — the numerosity and visual cues of the nonsymbolic sets were either congruent (e.g., the more numerous dot set has larger dot sizes) or incongruent (e.g., the more numerous dot set has smaller dot sizes). Besides, to better understand the cognitive mechanism underlying improvements in nonsymbolic number comparison, we compared the predictors of performance changes in both conditions. We found significant improvement in children’s performance on the incongruent condition but not the congruent condition. Working memory and symbolic numerical magnitude representation predicted changes in the congruent condition, while cognitive flexibility predicted changes in the incongruent condition. These findings suggest that the development and predictors of children’s nonsymbolic number comparison abilities are modulated by the congruency between numerosity and visual cues. For children aged 8–10, improvements in nonsymbolic number comparison abilities are mainly driven by the increasing ability to resist interference from visual cues.

儿童比较两组非符号数字的能力在整个发展过程中不断提高。然而，目前尚不清楚这种改善是由更精确的内部数字表示还是增强的抵抗视觉提示干扰的能力所驱动的。为了解决这个问题，我们对112名儿童进行了为期一年的纵向研究（年龄= 8岁零9个月，SD = 7个月），比较了两种情况下的表现变化——非符号集的数量和视觉线索要么是一致的（例如，越多的点集具有更大的点大小），要么是不一致的（例如，越多的点集具有更小的点大小）。此外，为了更好地理解非符号数比较的认知机制，我们比较了两种情况下表现变化的预测因子。我们发现儿童在不一致条件下的表现有显著提高，而在一致条件下没有显著提高。工作记忆和符号数量级表征预测了一致条件的变化，认知灵活性预测了不一致条件的变化。这些发现表明，儿童非符号数比较能力的发展及其预测因素是由数字与视觉线索之间的一致性调节的。8-10岁儿童非符号数比较能力的提高主要是由于抵抗视觉提示干扰能力的增强。

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引用次数: 0

The development of escalation bias across the life span: A multi-level adaptive learning approach 跨生命周期升级偏见的发展：多层次自适应学习方法

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-02-10 DOI: 10.1016/j.cogdev.2025.101554

Jessica Y.Y. Kwong , Kin Fai Ellick Wong

Previous studies have shown that the magnitude of escalation bias varies across ages. Explanations have attributed this age-escalation relationship to be the result of development changes in cognitive operations. We propose a multi-level adaptive learning approach, in which no cognitive operation changes over time, as an alternative to explain the age-escalation relationship. From this approach, escalation of commitment is understood as a manifestation of a decision strategy that coordinates multiple decisions to follow an escalation pattern (i.e., an escalation strategy). Through three computer simulations, we consistently found that simulated decision makers learned to prefer the escalation strategy to other strategies. In addition, using the size of a decision strategy to reflect metacognitive ability at different ages, the simulations successfully replicated the expected inverted U-shaped relationship between age and escalation of commitment. These results imply that escalation of commitment and its changes across the life span could be the natural results of learning and maturity/decline in metacognitive ability, suggesting that the changes of escalation over age are not necessarily due to changes in cognitive operations.

先前的研究表明，升级偏见的程度因年龄而异。有解释认为这种年龄增长关系是认知操作发展变化的结果。我们提出了一种多层次的自适应学习方法，在这种方法中，认知操作不会随着时间的推移而改变，作为解释年龄增长关系的替代方法。从这种方法中，承诺的升级被理解为一个决策策略的表现，该决策策略协调多个决策以遵循一个升级模式（即，一个升级策略）。通过三次计算机模拟，我们一致发现模拟决策者学会了更喜欢升级策略而不是其他策略。此外，使用决策策略的大小来反映不同年龄的元认知能力，模拟成功地复制了预期的年龄与承诺升级之间的倒u型关系。这些结果表明，承诺的升级及其在整个生命周期中的变化可能是学习和元认知能力成熟/衰退的自然结果，表明随着年龄的增长，承诺升级的变化不一定是由于认知操作的变化。

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引用次数: 0

The Ebbinghaus illusion revisited: Behavioral shift in task-solving between 4-year-olds, 6-year-olds, and adolescents 重新审视艾宾浩斯错觉：4岁、6岁和青少年在任务解决方面的行为转变

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-02-05 DOI: 10.1016/j.cogdev.2025.101555

Cornelia Schulze , David Buttelmann

Visual context influences humans’ interpretation of stimuli. The Ebbinghaus illusion demonstrates how physical context cues can lead to distorted perceptions. Prior studies on young children’s context-sensitivity leave it open whether older age groups are indeed more susceptible to visual illusions than younger ones or whether young children use different mechanisms when solving this task. This study addresses these questions by investigating 4-year-olds’ (n = 41), 6-year-olds’ (n = 46), and adolescents’ (n = 66) performance in an Ebbinghaus illusion task. We especially focused on 4-year-olds’ performance, including a novel control condition, to help disentangle the non-expected findings from previous studies. The results replicated previous findings of a developmental increase in context-sensitivity in the Ebbinghaus task. However, there was a behavioral shift in task-solving between 4- and 6-year-olds. While younger children appeared to rely on a heuristic, evaluating the whole area covered by the target and the context cues, 6-year-olds and adolescents were influenced by the illusion. These findings suggest that novel paradigms are needed to test 4-year-olds’ sensitivity to physical context cues.

视觉环境影响人类对刺激的解释。艾宾浩斯错觉展示了物理环境线索如何导致扭曲的感知。先前关于幼儿情境敏感性的研究没有揭示年龄较大的群体是否确实比年幼的群体更容易受到视觉错觉的影响，或者年幼的孩子在解决这个问题时是否使用不同的机制。本研究通过调查4岁儿童（n = 41）、6岁儿童（n = 46）和青少年（n = 66）在艾宾浩斯幻觉任务中的表现来解决这些问题。我们特别关注4岁儿童的表现，包括一个新的控制条件，以帮助解开以前研究中意想不到的发现。结果重复了先前的发现，即在艾宾浩斯任务中，语境敏感性的发展增加。然而，4到6岁的孩子在解决任务方面有行为上的转变。年幼的孩子似乎依赖于启发式，评估目标和上下文线索所覆盖的整个区域，而6岁的孩子和青少年则受到错觉的影响。这些发现表明，需要新的范式来测试4岁儿童对物理环境线索的敏感性。

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引用次数: 0

Neural foundations of joint attention in infancy 婴儿联合注意的神经基础

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-02-04 DOI: 10.1016/j.cogdev.2025.101546

Alleyne P.R. Broomell , Nina Andre Reid , Leslie A. Patton , Martha Ann Bell

The early development of social behavior relies on prefrontal cortex development and attention networks across the brain, but it is unknown how early neural foundations are related to social behavior later in the first year of life. We examined how frontal brain electrical activity (electroencephalogram or EEG) power and frontotemporal EEG coherence at 6 months predicted later social behavior at 12 months. In our study, frontotemporal EEG coherence and frontal EEG power at baseline at 6 months predicted initiating joint attention at 12 months. Additionally, change in frontal EEG power from baseline to social task at 6 months predicted initiating joint attention at 12 months. When examining infant’s response to bids for attention from a social partner, frontotemporal coherence change from baseline to social task at 6-months predicted responding to joint attention at 12 months. These findings support the idea that early brain function is foundational for later social development and suggest the potential for early detection of social differences.

社会行为的早期发展依赖于前额皮质的发育和整个大脑的注意力网络，但尚不清楚早期的神经基础如何与生命第一年后期的社会行为相关。我们研究了6个月时额叶脑电活动（EEG）功率和额颞叶脑电一致性如何预测12个月后的社会行为。在我们的研究中，6个月时额颞叶脑电图一致性和额叶脑电图功率基线预测12个月时开始联合注意。此外，6个月时额叶脑电图功率从基线到社会任务的变化预示着12个月时开始联合注意。当研究婴儿对来自社会伙伴的注意请求的反应时，6个月时从基线到社会任务的额颞叶一致性变化预测了12个月时对共同注意的反应。这些发现支持了早期大脑功能是后期社会发展的基础这一观点，并表明早期发现社会差异的潜力。

引用次数: 0

When kids juggle it all: Biliteracy instruction and the development of discourse connectedness in L1 and L2 writing 当孩子们兼顾这一切：双语教学和母语和第二语言写作的话语联系的发展

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-01-01 DOI: 10.1016/j.cogdev.2024.101535

Ingrid Finger , Cristiane Ely Lemke , Larissa da Silva Cury , Natália Bezerra Mota , Janaina Weissheimer

The present longitudinal study explored how bilingual educational contexts shape children's cognitive and linguistic development. Its main goal was to investigate the development of discourse connectedness (measured by long-range connectedness - LSC) in written narratives in Portuguese (L1) and English (L2) by 78 children of a bilingual school in Brazil within a year span (from 2021 to 2022). Participants created a narrative in their L1 or L2 based on a sequence of five images, which were analyzed with the computational tool SpeechGraphs (Mota et al., 2014). Connectedness scores were expected to vary as a function of Language (L1, L2) and of Year of data collection (Time 1, Time 2), favoring, respectively, the L1 and Time 2. The results confirmed our hypotheses, with long-range recurrence (LSC) scores in the L1 narratives higher than in the L2 at both times of data collection. In addition, the longitudinal analysis revealed higher connectedness scores for narratives written in Time 2 in both languages. Overall, our findings indicate that the children's performance in terms of connectedness progressed in a parallel way in the two languages during the school years, with an expected advantage for the narratives written in their dominant language. In addition, they highlight the potential of using SpeechGraphs - a cost-effective, non-invasive computational tool - to analyze children's use of two prestige languages in a particular bilingual educational context.

本研究旨在探讨双语教育环境对儿童认知和语言发展的影响。其主要目标是调查巴西一所双语学校的78名儿童在一年内（从2021年到2022年）葡萄牙语（L1）和英语（L2）书面叙述中的话语连通性（通过远程连通性- LSC测量）的发展。参与者根据五幅图像的序列在他们的第一或第二语言中创建一个叙事，这些图像使用计算工具SpeechGraphs进行分析（Mota等人，2014）。预计连通性分数会随着语言（L1, L2）和数据收集年份（时间1，时间2）的变化而变化，分别有利于L1和时间2。结果证实了我们的假设，在两次数据收集中，第一叙述的远程复发（LSC）得分都高于第二叙述。此外，纵向分析显示，用两种语言在Time 2中写的故事的连通性得分更高。总的来说，我们的研究结果表明，在上学期间，孩子们在两种语言的连通性方面的表现以平行的方式发展，用他们的主要语言写的故事具有预期的优势。此外，他们还强调了使用语音图表（一种成本效益高、非侵入性的计算工具）分析儿童在特定双语教育背景下使用两种威望语言的潜力。

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