Cognitive Development最新文献_第2页

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

Sociolinguistic development in a diverse, multilinguistic environment: Evidence from multilingual children in Gujarat, India 多元化、多语言环境中的社会语言发展：来自印度古吉拉特邦多语种儿童的证据

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2024-10-01 DOI: 10.1016/j.cogdev.2024.101504

Ruthe Foushee , Sophie Regan , Roya Baharloo , Mahesh Srinivasan

In today’s pluralistic societies, children regularly acquire multiple languages and are exposed to an even larger set of languages spoken by others in their environment. Yet despite the prevalence of multilingualism globally, most research on sociolinguistic development has focused on monolingual children in environments with relatively little linguistic diversity, and as such has left questions of what children take different languages to socially signify largely unaddressed. The present study aimed to fill this gap by tracing the development of social inferences about different languages among 129 multilingual 7- to 13-year-olds in Gujarat, India. Contrary to the prediction that children in multilingual contexts should be unlikely to make stereotyping inferences about a person speaking a language (e.g., because they might expect the person to know additional languages), children in our sample selectively linked the different languages and language varieties that we probed (Gujarati, Marathi, Hindi, Urdu, Tamil, American English, Indian English, and Mandarin Chinese) with different social dimensions—including facial appearance, geographic origin, religion, and wealth. Children’s responses generally reflected associations grounded in real-world regularities, but also reflected some associations that do not have a real-world basis (e.g., judging that Indian English speakers tend to be white, Christian, and originate from outside of India). Older children were also more likely to predict different languages to be differentially learnable by individuals of specific ethnicities, exhibiting a kind of essentialist belief. We discuss our findings in light of the sociolinguistic study of personae.

在当今多元化社会中，儿童经常习得多种语言，并接触到环境中其他人所说的更多语言。然而，尽管全球范围内多语言现象十分普遍，但大多数有关社会语言发展的研究都集中在语言多样性相对较少的环境中使用单语的儿童身上，因此，关于儿童认为不同语言在社会上意味着什么的问题在很大程度上没有得到解决。本研究旨在通过追踪印度古吉拉特邦 129 名 7 至 13 岁多语种儿童对不同语言的社会推断能力的发展，填补这一空白。根据预测，在多语言环境中，儿童不太可能对讲一种语言的人进行刻板印象推断（例如，因为他们可能会认为这个人还会其他语言），与此相反，在我们的样本中，儿童选择性地将我们探究的不同语言和语言变体（古吉拉特语、马拉地语、印地语、乌尔都语、泰米尔语、美式英语、印度英语和汉语普通话）与不同的社会维度联系起来，包括面部外貌、地理出身、宗教信仰和财富。儿童的回答一般反映了基于现实世界规律的联想，但也反映了一些没有现实世界基础的联想（例如，判断讲印度英语的人往往是白人、基督徒和来自印度以外的地方）。年龄较大的儿童也更倾向于预测特定种族的人学习不同语言的能力不同，表现出一种本质主义信念。我们将根据社会语言学中的 "角色 "研究来讨论我们的发现。

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引用次数: 0

Preschoolers prioritize humans over robots less than adults do: An eye-tracking study 学龄前儿童比成年人更不优先考虑人类而不是机器人：一项眼动追踪研究

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2024-10-01 DOI: 10.1016/j.cogdev.2024.101505

Ke Zhou , Min Chen , Hui Xu , Yi Cao , Zhiqiang Yan

This study investigates how people make moral judgments about humans and robots, aiming to understand the reasons behind these moral choices. Using eye tracking technology, we examined 36 preschoolers and 36 adults as they faced road-accident dilemmas involving humans and robots. Our findings reveal notable differences between preschoolers and adults. Preschoolers were more likely to make utilitarian decisions, considering sacrificing humans to save robots morally acceptable compared to adults. Eye tracking data showed that preschoolers focused longer on human-robot and robot-human interactions than adults did. Our results highlight the role of empathy in shaping moral judgments. When controlling for empathy, early eye tracking indicators did not significantly predict moral judgments. Overall, our findings indicate that preschoolers prioritize humans over robots less than adults do. Additionally, individuals' moral preferences are reflected in their attentional processes, particularly during the early stages of moral judgment formation, and empathy plays a crucial role in how people morally judge humans and robots.

本研究调查了人们如何对人类和机器人做出道德判断，旨在了解这些道德选择背后的原因。我们利用眼动跟踪技术，对 36 名学龄前儿童和 36 名成年人在面对涉及人类和机器人的交通事故困境时的表现进行了研究。我们的研究结果显示了学龄前儿童和成年人之间的显著差异。与成人相比，学龄前儿童更倾向于做出功利性决策，认为牺牲人类来拯救机器人在道德上是可以接受的。眼动跟踪数据显示，学龄前儿童比成年人更关注人与机器人以及机器人与人之间的互动。我们的研究结果凸显了移情在道德判断中的作用。在控制移情的情况下，早期眼动追踪指标并不能显著预测道德判断。总体而言，我们的研究结果表明，学龄前儿童比成年人更看重人类而非机器人。此外，个体的道德偏好反映在他们的注意过程中，特别是在道德判断形成的早期阶段，移情在人们如何对人类和机器人进行道德判断方面起着至关重要的作用。

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引用次数: 0

Attending to talker characteristics: Word learning and recognition in monolingually- and multilingually-raised infants 关注说话者的特征：单语和多语婴儿的词汇学习与识别

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2024-10-01 DOI: 10.1016/j.cogdev.2024.101508

Federica Bulgarelli , Sophie Barry , Elika Bergelson

Before age one, infants often fail to recognize words produced by new talkers or in new accents. We ask whether infant’s varying experiences, namely exposure to multiple languages or accented speech, might influence this ability. Monolingually and multilingually-raised North-American 8-month-olds were habituated to a novel word-object link, and tested to see whether they would increase their looking time (i.e. dishabituate) when 1) the word-object link was broken (i.e. hearing a new word with the old object or vice versa), and 2) when the word was produced by a new talker (Exp 1) or in a new accent (Exp 2) (i.e. changes that maintain the word-object link). Monolingually- and multilingually-raised infants dishabituated to all changes, suggesting that their varying accent and language experiences do not shape word learning and recognition as tested here. This work provides further evidence that 8-month-olds’ word-object links are non-adult-like from a more diverse group of participants.

一岁前，婴儿经常无法识别新的说话者或新的口音所产生的词语。我们的问题是，婴儿的不同经历（即接触多种语言或重音说话）是否会影响他们的这种能力。我们对 8 个月大的北美单语和多语种婴儿进行了习惯新词-对象联系的测试，以观察他们在以下情况下是否会增加寻找时间（即 "不习惯"）：1）词-对象联系中断（即听到新词与旧对象或相反）；2）新的说话者（实验 1）或新的口音（实验 2）（即保持词-对象联系的变化）。单语和多语养育的婴儿对所有变化都不适应，这表明他们不同的口音和语言经验并不会影响单词的学习和识别。这项研究进一步证明，8 个月大的婴儿与词-对象的联系是非成人型的。

引用次数: 0

Reciprocal reputation management: Preschoolers respond to shared credit with shared blame 互惠声誉管理：学龄前儿童用共同指责来回应共同荣誉

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2024-10-01 DOI: 10.1016/j.cogdev.2024.101519

Trisha Katz, Michael Tomasello

In a single experiment, we asked whether children would be more likely to accept blame for another’s transgression when the individual had previously told a prosocial lie that improved the child’s reputation. 3- and 5-year-old children (N=120) were introduced to two puppets, one of whom needed help sorting toys and the other of whom helped. In the reciprocity condition, in response to the other's questioning, the helper puppet gave undue credit to the child for helping sort the toys; in the control condition the helper (accurately) took all the credit himself. Subsequently, the helper puppet transgressed by making a loud noise while the first puppet slept. In response to being roused, the first puppet blamed both the true transgressor and the innocent child. Upon being inappropriately blamed, 5-year-olds (but not 3-year-olds) behaved more prosocially by more often accepting inappropriate blame (implicitly). Five-year-olds (but-not 3-year-olds) also actively lied more often about their blameworthiness in the reciprocity condition. The fact that children reciprocated undue credit with the act of sharing blame suggests that, by age 5, children feel compelled to reciprocate intangible, reputational favors.

在一次实验中，我们询问如果他人之前说了一个亲社会的谎言，从而提高了儿童的声誉，那么儿童是否更有可能为他人的过失承担责任。我们向 3 岁和 5 岁的儿童（人数=120）介绍了两个木偶，其中一个需要帮助整理玩具，而另一个则提供了帮助。在互惠条件下，在回答对方的提问时，帮助者木偶不恰当地夸奖了帮助分类玩具的儿童；而在对照条件下，帮助者（准确地）自己获得了所有的夸奖。随后，在第一个木偶睡觉时，帮助者木偶发出了很大的声音。第一个木偶被唤醒后，指责真正的违规者和无辜的孩子。在受到不适当的指责时，5 岁儿童（而不是 3 岁儿童）的亲社会行为更多表现为接受不适当的指责（默示）。在互惠条件下，5 岁儿童（而非 3 岁儿童）也更经常地主动谎称自己应受指责。儿童以分担责备的行为来回报不适当的荣誉这一事实表明，到 5 岁时，儿童不得不回报无形的、名誉上的恩惠。

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引用次数: 0

Children's needs-oriented decision-making: A developmental perspective 儿童以需求为导向的决策：发展的视角

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2024-09-27 DOI: 10.1016/j.cogdev.2024.101506

Qingfeng Peng, Mei Li, Hong Li

Fairness is a fundamental aspect of moral development, with need-based allocation representing a key form of equitable resource distribution, where resources are allocated to those with greater needs. Despite its importance, the motivational underpinnings of children's need-based allocation remain inadequately understood. In this review, we propose an explanatory model to elucidate the motivation behind children's need-based allocation. We suggest that this motivation evolves through three developmental stages: the balancing tendency stage (ages 4–5), the balancing-altruistic dual-motivation stage (ages 6–7), and the altruistic tendency stage (ages 8 and above). Finally, we discuss future research directions to further explore and understand the developmental trajectory of children's fairness-related decision-making.

公平是道德发展的一个基本方面，而按需分配则是公平分配资源的一种重要形式，即把资源分配给更需要的人。尽管其重要性不言而喻，但人们对儿童按需分配的动机基础仍然了解不足。在这篇综述中，我们提出了一个解释模型，以阐明儿童按需分配背后的动机。我们认为，这种动机经历了三个发展阶段：平衡倾向阶段（4-5 岁）、平衡-利他双重动机阶段（6-7 岁）和利他倾向阶段（8 岁以上）。最后，我们讨论了未来的研究方向，以进一步探索和理解儿童公平相关决策的发展轨迹。

引用次数: 0

Developmental changes in the time window for the explicit sense of agency experienced across the lifespan 人的一生中，明确的代入感时间窗口的发展变化

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2024-09-26 DOI: 10.1016/j.cogdev.2024.101503

Satoshi Nobusako , Yusaku Takamura , Kyohei Koge , Michihiro Osumi , Takaki Maeda , Shu Morioka

Sense of agency (SoA) is the subjective experience of individuals that they are initiators and controllers of their own actions, but it is not known how the time window for SoA changes developmentally over the lifetime. The present study examined developmental changes in the time window for SoA in school-age children (6–12 years), adolescents (16–18 years), young adults (20–25 years), adults (28–64 years), and older adults (65–83 years). The current results show that the time window for SoA is longer in young adults than in school-age children, adolescents, adults, and older adults, suggesting that young adulthood may be an important period of developmental change in the time window for SoA across the lifespan.

代入感（SoA）是个人的主观体验，即他们是自己行动的发起者和控制者，但目前尚不清楚代入感的时间窗口在人的一生中会发生怎样的发展变化。本研究考察了学龄儿童（6-12 岁）、青少年（16-18 岁）、青年（20-25 岁）、成年人（28-64 岁）和老年人（65-83 岁）的 SoA 时间窗的发展变化。目前的研究结果表明，与学龄儿童、青少年、成年人和老年人相比，青壮年的SoA时间窗更长，这表明青壮年时期可能是整个生命周期中SoA时间窗发展变化的重要时期。

引用次数: 0

Development of L1-L2 naming skills in a monolingual context: Evidence from children and adolescents 单语环境下 L1-L2 命名能力的发展：来自儿童和青少年的证据

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2024-09-18 DOI: 10.1016/j.cogdev.2024.101492

Antonio Iniesta , Marta Rivera , Daniela Paolieri , Teresa Bajo

Adolescence is marked by significant developmental changes that can influence language processing and control. This study aimed to uncover developmental differences in language co-activation and control in unbalanced Spanish (L1)-English (L2) bilinguals. Children and adolescents attending bilingual schools within a L1 monolingual context completed a picture-naming task including cognates and non-cognates nouns, with collection of behavioral and ERP data. The study consistently found a cognate facilitation effect (CFE) in L2, evident in enhanced accuracy, faster reaction times, and reduced N400 negativity for cognates in comparison with no-cognate nouns. However, in L1, CFE was only observed in the N400 component, indicating weaker transfer from L2 to L1. Additionally, children exhibited greater N200 negativity when naming cognates in L1, while adolescents showed no N200 modulations, suggesting differences in frontal control region involvement and potential differences in control strategies. Language co-activation appears independent of maturation, while language control depends on development.

青春期的显著发育变化会影响语言处理和控制。本研究旨在揭示不平衡的西班牙语（第一语言）-英语（第二语言）双语者在语言共同激活和控制方面的发展差异。在母语为单语的环境下，在双语学校就读的儿童和青少年完成了一项图片命名任务，包括认知和非认知名词，并收集了行为和ERP数据。研究一致发现，在 L2 中存在认知促进效应（CFE），表现为认知名词与非认知名词相比，认知名词的准确性提高、反应时间加快、N400 负性降低。然而，在 L1 中，只在 N400 成分中观察到 CFE，这表明从 L2 到 L1 的迁移较弱。此外，儿童在用 L1 命名同义词时表现出更大的 N200 负性，而青少年则没有表现出 N200 调节，这表明额叶控制区参与的差异和控制策略的潜在差异。语言共同激活似乎与成熟无关，而语言控制则取决于发育情况。

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引用次数: 0

The shape bias in Mandarin-exposed young autistic children: The role of abstract shape representation 接触普通话的自闭症幼儿的形状偏差：抽象形状表征的作用

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2024-09-16 DOI: 10.1016/j.cogdev.2024.101491

Wenwen Hou , Yi (Esther) Su , Letitia R. Naigles , Li Li , Muyu Zhou

The shape bias is an important word learning strategy in children’s language development. Although some studies have observed an absent or atypical shape bias in autistic children, there is no converging evidence regarding its underlying bases. Moreover, previous research has been exclusively conducted in learners of Indo-European languages, yet it is unclear whether the shape bias is a universal word learning constraint across languages. This study aims to investigate the shape bias and its association with shape representation ability in 40 1–3-year-old non-autistic children, and 41 2–6-year-old autistic children, exposed to Mandarin Chinese. The results suggested that Mandarin-exposed non-autistic children exhibited a shape bias, while autistic children did not. Further, a positive correlation was found between the shape representation accuracy and shape bias performance in the autistic group. These findings provide cross-linguistic evidence for the shape bias as a word learning constraint in non-autistic toddlers but challenges in utilizing this constraint in word learning by young autistic children. Importantly, these results shed new light on the critical role of abstract representations of object shape in facilitating shape bias knowledge in autistic children.

形状偏误是儿童语言发展过程中一种重要的单词学习策略。虽然有些研究观察到自闭症儿童不存在形状偏误或形状偏误不典型，但关于其根本原因却没有一致的证据。此外，以往的研究都是针对印欧语言学习者进行的，但形状偏误是否是一种跨语言的普遍词汇学习限制尚不清楚。本研究旨在调查 40 名 1-3 岁非自闭症儿童和 41 名 2-6 岁自闭症儿童在接触普通话后出现的形状偏差及其与形状表征能力的关联。结果表明，接触普通话的非自闭症儿童表现出形状偏差，而自闭症儿童则没有。此外，还发现自闭症儿童组的形状表征准确性与形状偏差表现之间存在正相关。这些发现提供了跨语言证据，证明形状偏差是非自闭症幼儿学习单词的一种制约因素，但自闭症幼儿在利用这种制约因素学习单词时却面临挑战。重要的是，这些结果揭示了物体形状的抽象表征在促进自闭症儿童形状偏差知识方面的关键作用。

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引用次数: 0