Cognitive Development最新文献_第2页

Children’s mental transformations of body parts: Indication for a shift away from sensorimotor representations? 儿童身体部位的心理转换：远离感觉运动表征的指示？

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-12-10 DOI: 10.1016/j.cogdev.2025.101653

Markus Krüger

To provide insight into the relationship between the motor system and mental transformations, a mental rotation task was adapted for use with young children. Specifically, 4-, 5-, and 6-year-old children were asked to match a picture of a hand shown from a palmar perspective with two comparison images of a left and right hand from the same perspective, while also holding their own hands in a similar posture. No discernible reaction time pattern emerged for the 4-year-olds. Instead of a linear increase in reaction time with angular disparity typical for mental rotation tasks, the 5-year-olds’ reaction times reflected a recapitulation of actual biomechanical movements needed to align their hands with the stimulus. In contrast, the 6-year-olds’ reaction times were only slightly influenced by biomechanical constraints and generally followed the shortest rotational path, indicating a more abstract transformation strategy. These findings are in line with the view that cognition is ontogenetically grounded in the sensorimotor system and becomes increasingly abstract with development. Importantly, the qualitative difference between age groups indicates a possible developmental shift in the underlying mechanisms of mental transformation. The study further highlights the need for age-appropriate designs to uncover the interplay between embodied processes and emerging cognitive abilities.

为了深入了解运动系统和心理转换之间的关系，一个心理旋转任务适用于幼儿。具体来说，4岁、5岁和6岁的儿童被要求将手掌视角的手图片与同一视角的左手和右手的对比图片相匹配，同时他们也以类似的姿势握住自己的手。4岁的孩子没有明显的反应时间模式。5岁儿童的反应时间不是典型的思维旋转任务的线性增长，而是反映了他们的手与刺激对齐所需的实际生物力学运动的再现。相比之下，6岁儿童的反应时间仅受到生物力学约束的轻微影响，并且通常遵循最短的旋转路径，表明更抽象的转换策略。这些发现与认知是基于感觉运动系统的个体遗传学观点一致，并且随着发展而变得越来越抽象。重要的是，年龄组之间的质性差异表明心理转变的潜在机制可能发生了发展转变。该研究进一步强调了对适合年龄的设计的必要性，以揭示具体化过程和新兴认知能力之间的相互作用。

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引用次数: 0

Development of an object-space binding bias in episodic memory 情景记忆中客体空间约束偏差的发展

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-12-05 DOI: 10.1016/j.cogdev.2025.101655

Gakyung Kim , Yu Jin Rah , Hyewon Jun , Sang Ah Lee

The comprehensive integration of what happened, where, and when is fundamental to episodic memory. In particular, the association between objects and places plays a critical role in its development. Previous studies on episodic memory binding have demonstrated that children under the age of five exhibit a spatiotemporal bias when remembering a sequence of events and that the ability to associate objects with specific locations, develops gradually over time. We investigated the progression of episodic memory binding in 79 preschool children (44 boys, 35 girls, aged 3–6 years) using a nonverbal object placement task that required the memory of 'what' (objects), 'where' (space), and 'when' (temporal order) information. In each trial, the child watched as the experimenter hid three distinct objects into three of five cups on a tabletop apparatus; after an interference task, children were asked to re-enact the sequence. We set the association of space and objects in conflict with their temporal order by handing the objects to the children during the re-enactment phase either in the same or shuffled order. Although children showed an overall improvement in memory with age, younger children’s pattern of errors in the shuffled order condition revealed that they often responded according to the temporal sequence of locations instead. That is, children’s increasing tendency to place specific objects in specific locations, even when given in shuffled order, indicates a bias towards ‘object-space’ associations in episodic memory development.

对发生的事情、地点和时间的全面整合是情景记忆的基础。特别是，物体和地点之间的联系在其发展中起着至关重要的作用。先前关于情景记忆结合的研究表明，五岁以下的儿童在记忆一系列事件时表现出时空偏差，并且将物体与特定地点联系起来的能力随着时间的推移逐渐发展。我们研究了79名学龄前儿童（44名男孩，35名女孩，年龄3-6岁）的情景记忆绑定进展，使用非语言物体放置任务，要求记忆“什么”（物体），“在哪里”（空间）和“何时”（时间顺序）信息。在每一个实验中，孩子们看着实验者把三个不同的物体藏在桌上仪器上的五个杯子中的三个里；在一个干扰任务之后，孩子们被要求重新制定这个顺序。我们将空间和物体的关联与它们的时间顺序相冲突，在重演阶段将物体以相同或打乱的顺序交给孩子们。尽管随着年龄的增长，孩子们的记忆力总体上有所提高，但年幼的孩子在打乱顺序条件下的错误模式表明，他们经常根据位置的时间顺序做出反应。也就是说，孩子们越来越倾向于把特定的物体放在特定的位置，即使是在混乱的顺序中，这表明他们在情景记忆发展中倾向于“物体-空间”联系。

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引用次数: 0

Initial phoneme awareness of 4–6 years old Chinese children and the predictive effect on character reading ability 4-6岁汉语儿童初始音素意识及其对汉字阅读能力的预测作用

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-12-02 DOI: 10.1016/j.cogdev.2025.101651

Tengwen Fan , Yuan Chen , Sen Li , Song Li , Ye Wang , Hua Shu , Jingjing Zhao

This paper examines the initial phoneme awareness among young Chinese children through two studies. Study 1 implemented a cross-sectional design with 120 children (4–6 years old) to explore the developmental level of phonological awareness of the initial phoneme onset and the rime in syllables. Study 2 monitored the longitudinal development of 127 kindergarten students in a similar age period and further fathomed the longitudinal relation between initial phoneme awareness and character reading ability. At 4–5 years old, performance on dynamic initial phoneme deletion task was significant, suggesting that initial phoneme awareness emerged in preschool Chinese children and could be detected by dynamic deletion task. Children’s variance in character recognition was best explained by dynamic initial phoneme deletion, highlighting the importance of initial phoneme awareness for early character acquisition in young Chinese children. These findings have important implications for early diagnosis and intervention of Chinese dyslexia.

本文通过两项研究考察了中国幼儿的初始音素意识。研究1采用横断面设计对120名4-6岁儿童进行了音素起始和音节中时间的语音意识发展水平的探讨。研究2对127名相近年龄的幼儿园学生进行纵向发展监测，进一步探究初始音素意识与汉字阅读能力之间的纵向关系。在4-5岁时，中国学龄前儿童在动态初始音素删除任务上的表现显著，这表明中国学龄前儿童已经出现了初始音素意识，并且可以通过动态删除任务来检测。儿童在汉字识别上的差异最好用动态初始音素缺失来解释，这突出了初始音素意识对幼儿早期汉字习得的重要性。这些发现对汉语阅读障碍的早期诊断和干预具有重要意义。

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引用次数: 0

The relationship between SFON and mathematical language: The mediating role of magnitude representation SFON与数学语言的关系：数量级表征的中介作用

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-10-01 DOI: 10.1016/j.cogdev.2025.101638

Valerie Yijie He , Winnie Wai Lan Chan

When seeing some objects, some children may quickly attend to their quantity (how many are there?), whereas others may attend to their color or size. The self-initiated tendency to attend to the quantity of objects in the environment is called spontaneous focusing on numerosity or SFON. Previous studies have shown that a higher SFON tendency predicts better numerical performance. However, it remains unexplored whether SFON is associated with mathematical language in particular, which is the language used for describing mathematical concepts. We examined this question in a sample of 176 kindergarteners studying in Hong Kong. Results showed that SFON was related to mathematical language via two mediators, namely non-symbolic and symbolic magnitude representations. Specifically, children who had a higher SFON tendency showed higher accuracy in comparing non-symbolic magnitude (i.e., dots), which was in turn associated with higher accuracy in comparing symbolic magnitude (i.e., numerals) and, finally, better knowledge of mathematical language. Our findings reveal, for the first time, the importance of SFON in children’s mathematical language. They offer important insights into how to support children’s acquisition of mathematical language.

当看到一些物体时，有些孩子可能会很快注意到它们的数量（有多少？），而另一些孩子可能会注意到它们的颜色或大小。这种自发地关注环境中物体数量的倾向被称为自发地关注数量（SFON）。先前的研究表明，更高的son趋势预示着更好的数值性能。然而，SFON是否与数学语言（用于描述数学概念的语言）有特别的联系仍未被探索。我们以176名在香港就读的幼稚园儿童为样本，调查了这个问题。结果表明，sdn与数学语言之间存在非符号量表征和符号量表征两种中介关系。具体来说，具有较高SFON倾向的儿童在比较非符号大小（即点）方面表现出更高的准确性，这反过来又与比较符号大小（即数字）的更高准确性相关，最后，更好的数学语言知识。我们的研究结果首次揭示了SFON在儿童数学语言中的重要性。他们对如何支持儿童习得数学语言提供了重要的见解。

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引用次数: 0

Mapping the ecological landscape of early childhood creativity: A decade of empirical research 绘制幼儿创造力的生态景观：十年的实证研究

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-10-01 DOI: 10.1016/j.cogdev.2025.101650

Yanfei Xu , Qian Wang , Cemei Li

Creativity in early childhood is increasingly recognized as foundational for innovation, problem-solving, and socio-emotional growth. This systematic review analyzed 74 empirical studies published between 2015 and 2025 on children aged 3–6 years, drawing from the Web of Science (WOS) Core Collection. The studies span multiple regions, with China (21.6 %) and the United States (14.9 %) contributing the most, followed by Turkey (13.5 %), Australia (10.8 %), and further work from countries such as Canada, Spain, Finland, among others. Guided by Bronfenbrenner’s ecological systems theory, the review identifies key influences across three levels: at the microsystem level, play, STEM and emerging technologies, arts, and cognitive–emotional factors directly foster creativity; at the mesosystem level, family, teacher, peer, and community interactions shape creative opportunities; and at the macrosystem level, educational policies, equity, and cultural values provide enabling or constraining conditions. Overall, findings highlight creativity as a dynamic, context-dependent process shaped by multi-level environmental influences and reveal critical gaps regarding system-level interactions, long-term developmental outcomes, and cross-cultural applicability. The review offers insights for advancing creativity research and informing educational practice and policy in early childhood.

儿童早期的创造力越来越被认为是创新、解决问题和社会情感成长的基础。本系统综述分析了2015年至2025年间发表的74项关于3-6岁儿童的实证研究，这些研究来自科学网络（Web of Science， WOS）核心馆藏。这些研究跨越多个地区，其中中国（21.6% %）和美国（14.9% %）贡献最大，其次是土耳其（13. %）、澳大利亚（10.8% %），以及加拿大、西班牙、芬兰等国的进一步研究。在Bronfenbrenner的生态系统理论的指导下，该综述确定了三个层面的关键影响：在微系统层面，游戏、STEM和新兴技术、艺术和认知情感因素直接促进创造力；在中观系统层面，家庭、老师、同伴和社区的互动塑造了创造机会；在宏观系统层面上，教育政策、公平和文化价值提供了有利或制约条件。总体而言，研究结果强调创造力是一个动态的、情境依赖的过程，受多层次环境影响的影响，并揭示了系统级相互作用、长期发展结果和跨文化适用性方面的关键差距。该综述为推进创造力研究和为幼儿教育实践和政策提供了信息。

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引用次数: 0

Phonological deficits in the comorbidity of reading difficulty and mathematical difficulty in Chinese adults 汉语成人阅读困难和数学困难共病的语音缺陷

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-10-01 DOI: 10.1016/j.cogdev.2025.101646

Wenjuan Wang

Reading difficulty (RD) and mathematical difficulty (MD) exhibit a high prevalence of comorbidity. The current study aimed to explore the mechanism of comorbidity of phonological deficits between RD and MD in Chinese adults. We selected 52 (12 females and 40 males) from the RD group, 49 (39 females and 10 males) from the MD group, 49 (23 females and 26 males) from the RD/MD group, and 55 (33 females and 22 males) from the TD group, identified using the Adult Reading History Questionnaire and the Adult Math History Questionnaire, and measured their phonological awareness (PA), verbal short-term memory (VSTM), and rapid automatized naming (RAN). Results suggested that PA deficits were shared by both RD and MD; VSTM deficits were specific to RD; no RAN deficits were revealed in any difficulty groups. The comorbidity group showed the combination of PA deficits in RD and MD. Multinomial logistic regression analysis revealed that PA can significantly distinguish the comorbid group from MD group and TD group. These results suggest comorbidity of RD and MD supports the double dissociation model in PA deficits.

阅读困难（RD）和数学困难（MD）表现出高患病率的共病。本研究旨在探讨中国成人RD和MD并发语音缺陷的发病机制。采用成人阅读史调查问卷和成人数学史调查问卷，分别从RD组、MD组、RD/MD组和TD组中选取了52人（女性12人、男性40人）、49人（女性39人、男性10人）、49人（女性23人、男性26人）和55人（女性33人、男性22人），对他们的语音意识（PA）、言语短期记忆（VSTM）和快速自动命名（RAN）进行了测试。结果表明，RD和MD均存在PA缺陷；VSTM缺陷是RD特有的；所有困难组均未发现RAN缺陷。合并症组表现为RD和MD合并PA缺陷。多项logistic回归分析显示PA可显著区分合并症组与MD组和TD组。这些结果表明RD和MD的合并症支持PA缺陷的双重解离模型。

引用次数: 0

How young children come to recommend resource choices that reduce waste 年幼的孩子如何建议减少浪费的资源选择

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-10-01 DOI: 10.1016/j.cogdev.2025.101642

Claudia G. Sehl, Ori Friedman, Stephanie Denison

Whereas adults are often motivated to minimize material waste, young children are notoriously wasteful of material resources. Wastefulness in children could arise because they do not see the value in minimizing material waste. We explored this possibility in four experiments on children aged 3–7 (total N = 514). Children saw vignettes where an agent chose between two resources: a smaller resource that resulted in minimal waste or a larger one that resulted in greater waste. Around 5.5 years, children indicated that others should select the smaller resource (paper and foods) when this would reduce waste, showing that they think others should minimize material waste. For example, when a person could create a paper snowflake using either a larger or smaller sheet of paper, children aged 5.5 and older recommended using the smaller sheet (reducing the amount of paper wasted as scraps). The experiments also found that this preference does not arise from a simple heuristic to choose smaller resources. Overall, our findings suggest that development in children’s responses resulted from change in their understanding of waste. However, we discuss other potential explanations for the findings, and avenues for future research.

成年人通常会尽量减少物质浪费，而年幼的孩子则是出了名的浪费物质资源。儿童可能会浪费，因为他们看不到尽量减少物质浪费的价值。我们在3-7岁儿童的4个实验中探讨了这种可能性（总N = 514）。孩子们看到一个小片段，代理人在两种资源之间做出选择：导致最小浪费的较小资源或导致更大浪费的较大资源。在5.5岁左右，孩子们表示别人应该选择较小的资源（纸和食物），这样可以减少浪费，表明他们认为别人应该尽量减少物质浪费。例如，当一个人可以用一张较大或较小的纸来制作纸雪花时，5.5岁及以上的孩子建议使用较小的纸（减少作为废料浪费的纸张数量）。实验还发现，这种偏好并非源于选择较小资源的简单启发式。总的来说，我们的研究结果表明，儿童反应的发展是由于他们对浪费的理解发生了变化。然而，我们讨论了对这些发现的其他可能的解释，以及未来研究的途径。

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引用次数: 0

Expectations about forgiven versus rejected transgressors among preschoolers 学龄前儿童对原谅和拒绝违法者的期望

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-10-01 DOI: 10.1016/j.cogdev.2025.101645

Rizu Toda, Nazu Toda, Hiromichi Hagihara, Yasuhiro Kanakogi

Forgiveness is indispensable for restoring damaged interpersonal relationships. Research suggests that young children develop an understanding of the emotional and behavioral effects of forgiveness on victims during their preschool years. However, it remains unclear how children expect forgiven versus rejected transgressors to feel and behave. This study evaluated preschoolers’ expectations about four aspects of forgiven and rejected transgressors, namely feelings of guilt and gratitude, repetition of transgression, and affiliative behavior. Four- to six-year-olds (n = 135, 62 boys) and adults (n = 45, 26 men, M = 25.8 years) in Japan answered questions related to stories about forgiven or rejected transgressors. While adults inferred guilt in both scenarios, children associated more guilty feelings with forgiveness than with rejection. All age groups expected increased gratitude in forgiven transgressors compared to rejected ones, with six-year-olds anticipating higher levels of gratitude than others. Adults expected forgiven (vs. rejected) transgressors to be less likely to repeat a transgression, whereas children did not differentiate between the two. Five- and six-year-olds and adults expected more affiliative behavior from forgiven transgressors than from rejected ones, while four-year-olds did not. These findings suggest that adult-like expectations about forgiven transgressors’ gratitude and affiliative behavior partly emerge at age four and develop throughout preschool years. However, expectations about forgiven a transgressor’s guilty feelings and future transgressions may develop later. Together, these findings clarify how early expectations about forgiveness begin to take shape and lay the groundwork for understanding the developmental foundation of forgiveness.

宽恕对于修复受损的人际关系是必不可少的。研究表明，幼儿在学龄前就开始理解宽恕对受害者的情感和行为影响。然而，目前还不清楚孩子们期望原谅和拒绝违规者的感受和行为。本研究评估了学龄前儿童对被原谅和被拒绝的违法者的四个方面的期望，即内疚和感激的感觉、违法者的重复和附属行为。日本的4 - 6岁儿童（n = 135,62名男孩）和成年人（n = 45,26名男性，M = 25.8岁）回答了与被宽恕或拒绝的违法者的故事有关的问题。虽然成年人在两种情况下都推断出内疚，但孩子们更多地将负罪感与宽恕联系在一起，而不是拒绝。所有年龄组的人都认为，与被拒绝的人相比，被原谅的人感恩的程度更高，6岁的孩子比其他人更感恩。成年人期望被原谅的（相对于被拒绝的）违规者不太可能再犯，而孩子们却没有区分这两者。五、六岁的孩子和成年人期望被原谅的罪犯比被拒绝的罪犯表现出更多的亲和行为，而四岁的孩子则不然。这些发现表明，成年人对被宽恕的违法者的感激和附属行为的期望部分出现在四岁，并在整个学前阶段发展。然而，对原谅违法者的罪恶感和未来违法者的期望可能会在以后发展。总之，这些发现阐明了对宽恕的早期期望是如何形成的，并为理解宽恕的发展基础奠定了基础。

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引用次数: 0

Spontaneous focus on patterns and arithmetic skill in 4- to 6-year-old children 4至6岁儿童对模式和算术技能的自发关注

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-10-01 DOI: 10.1016/j.cogdev.2025.101637

Giulia A. Borriello , Emily R. Fyfe

A rich literature on children’s Spontaneous Focus on Number (SFON) shows that children’s spontaneous attention to number is an important predictor of children’s math skills over and above other relevant covariates. These findings have led researchers to investigate whether children’s attention to other types of information in their environment might be similarly important for math outcomes. The present study focuses on children’s Spontaneous Focus on Patterns (SFOP), which captures children’s unguided attention to predictable sequences in the environment. We examined developmental trends in 4- to 6-year-olds’ SFOP tendencies, similarities and differences in children’s SFON and SFOP tendencies, and links between SFOP tendencies and children’s concurrent pattern and math knowledge. Children’s SFOP tendencies were variable and increased with age. Further, children often spontaneously attended to patterns and numbers with similar frequency, but when mismatches occurred, the patterns were more salient than the total number of elements. Finally, SFOP tendencies positively related to arithmetic skill. These findings suggest that pattern awareness increases during the preschool years and may lay a critical foundation for early math knowledge.

大量关于儿童自发关注数字的研究表明，儿童对数字的自发关注是儿童数学能力的重要预测因子，超过了其他相关协变量。这些发现促使研究人员调查儿童对环境中其他类型信息的关注是否对数学成绩同样重要。本研究的重点是儿童对模式的自发关注（SFOP），它捕捉了儿童对环境中可预测序列的无引导注意力。本研究考察了4 ~ 6岁儿童SFOP倾向的发展趋势、儿童SFOP倾向与SFOP倾向的异同，以及SFOP倾向与儿童并发模式和数学知识的关系。儿童的SFOP倾向是可变的，并随着年龄的增长而增加。此外，孩子们经常自发地以相似的频率关注图案和数字，但当不匹配发生时，图案比元素的总数更突出。最后，SFOP倾向与算术技能正相关。这些发现表明，模式意识在学前阶段增强，可能为早期数学知识奠定重要基础。

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引用次数: 0

The role of executive functions and fluid intelligence in the prediction of conditional strategy knowledge of self-regulated learning 执行功能和流体智力在自我调节学习条件策略知识预测中的作用

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-10-01 DOI: 10.1016/j.cogdev.2025.101644

Sophia Elisabeth Grobe , Tanja Könen , Christina Rocker , Lena Maffert-Grüneisen , Laura Dörrenbächer-Ulrich , Franziska Perels , Julia Karbach

Self-regulated learning (SRL) is an important predictor for academic achievement already at preschool and elementary school age. Conditional strategy knowledge of SRL is considered as a central prerequisite for the use of SRL strategies. Individual differences in SRL in same-aged children may be attributed to differences in cognitive abilities. The present study investigated the contribution of executive functions (EF) and fluid intelligence to conditional strategy knowledge of SRL in a sample of 5- to 6-year-old (n = 259) and 8- to 12-year-old children (n = 211). Structural equation modeling (SEM) revealed that EF performance significantly predicted conditional strategy knowledge of SRL in both age groups whereas fluid intelligence was no significant predictor, suggesting that executive functions, but not fluid intelligence, are associated with conditional strategy knowledge of SRL in childhood. These results complement findings on the relations of executive functions, intelligence, and strategy usage and may inform interventions aimed at fostering children's learning behavior.

自我调节学习（SRL）是学龄前和小学阶段学业成绩的重要预测指标。SRL的条件策略知识被认为是使用SRL策略的核心先决条件。同年龄儿童SRL的个体差异可能归因于认知能力的差异。本研究以5 ~ 6岁儿童（n = 259）和8 ~ 12岁儿童（n = 211）为研究对象，考察了执行功能（EF）和流体智力对SRL条件策略知识的贡献。结构方程模型（SEM）显示，英语学习成绩对儿童的条件策略知识有显著的预测作用，而流体智力对儿童的条件策略知识没有显著的预测作用，这表明执行功能与儿童的条件策略知识相关，而流体智力与儿童的条件策略知识无关。这些结果补充了执行功能、智力和策略使用之间关系的研究结果，并可能为旨在培养儿童学习行为的干预措施提供信息。

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引用次数: 0