Pub Date : 2024-04-01DOI: 10.1016/j.cogdev.2024.101442
Norbert Francis
Bilingual ability arises naturally in young children exposed to two languages, while second language learning among children and adults often results in bilingual ability as well. The study of bilingual language processing, by Nan Jiang (2023), goes beyond what the title announces to take up the related questions of how knowledge of two languages is represented. The study explores the nature of the underlying linguistic structures and how they interface with other cognitive domains. Thus, research on both aspects of bilingualism helps us better understand language development in general. This review essay will examine some of the broader implications for psychological science that the author suggests. The findings from the research are extensive, and the following discussion will propose the possibility of a partial convergence on questions that have been the subject of debate among specialists.
{"title":"Research on bilingual language processing and how languages are represented in the mind","authors":"Norbert Francis","doi":"10.1016/j.cogdev.2024.101442","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101442","url":null,"abstract":"<div><p>Bilingual ability arises naturally in young children exposed to two languages, while second language learning among children and adults often results in bilingual ability as well. <em>The study of bilingual language processing</em>, by Nan Jiang (2023), goes beyond what the title announces to take up the related questions of how knowledge of two languages is represented. The study explores the nature of the underlying linguistic structures and how they interface with other cognitive domains. Thus, research on both aspects of bilingualism helps us better understand language development in general. This review essay will examine some of the broader implications for psychological science that the author suggests. The findings from the research are extensive, and the following discussion will propose the possibility of a partial convergence on questions that have been the subject of debate among specialists.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140544021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-01DOI: 10.1016/j.cogdev.2024.101445
Sirada Rochanavibhata , Viorica Marian
Cross-linguistic differences in narrative patterns were examined in bilingual mother-preschooler dyads. Twenty-six Thai-English bilingual mothers and their four-year-old children completed a reminiscing task where they jointly recalled autobiographical memories in response to word prompts. Bilingual mothers and children exhibited different reminiscing styles in each of their languages. Specifically, bilinguals adopted high-elaborative and child-centered styles (e.g., use of evaluative feedback) when speaking English and low-elaborative and adult-centered styles (e.g., use of directives) when speaking Thai. Additionally, positive associations between maternal and child narrative patterns in both languages suggested that mothers’ scaffolding strategies influenced children’s own emerging linguistic skills. Findings from the present study show that bilingual mothers socialize their children differently across languages. In turn, children learn to present themselves in distinct ways depending on the linguistic and social contexts. We conclude that language can cue culture-specific communicative and behavioral norms as early as preschool.
{"title":"Language-dependent reminiscing: Bilingual mother-child autobiographical conversations differ across Thai and English","authors":"Sirada Rochanavibhata , Viorica Marian","doi":"10.1016/j.cogdev.2024.101445","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101445","url":null,"abstract":"<div><p>Cross-linguistic differences in narrative patterns were examined in bilingual mother-preschooler dyads. Twenty-six Thai-English bilingual mothers and their four-year-old children completed a reminiscing task where they jointly recalled autobiographical memories in response to word prompts. Bilingual mothers and children exhibited different reminiscing styles in each of their languages. Specifically, bilinguals adopted high-elaborative and child-centered styles (e.g., use of evaluative feedback) when speaking English and low-elaborative and adult-centered styles (e.g., use of directives) when speaking Thai. Additionally, positive associations between maternal and child narrative patterns in both languages suggested that mothers’ scaffolding strategies influenced children’s own emerging linguistic skills. Findings from the present study show that bilingual mothers socialize their children differently across languages. In turn, children learn to present themselves in distinct ways depending on the linguistic and social contexts. We conclude that language can cue culture-specific communicative and behavioral norms as early as preschool.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140813688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-01DOI: 10.1016/j.cogdev.2024.101457
Julie M. Hupp , Melissa K. Jungers , Jarrett A. Rardon , Austin M. Posey , Samantha A. McDonald
Prosody is used to indicate emotions, disambiguate syntax, and provide meaning. Less is known about prosody in word learning, but congruent prosody (e.g., loud/low pitch for large) leads to better memory than incongruent prosody (e.g., quiet/high pitch for large) for novel adjectives in adults (Shintel, Anderson, & Fenn, 2014). Children may also benefit from congruent prosodic information in word learning. This current research explores prosodic congruency and novel adjective learning in adults (Study 1) and preschool children (Study 2). Participants learned novel adjectives that were either congruent or incongruent in prosody and then they were tested in an implicit/picture task and an explicit/definition task. Although the prosody was not necessary to learn the words, the congruent condition showed greater accuracy than the incongruent condition across both tasks for adults and for the explicit task for children. This is the first demonstration that preschool children can benefit from congruent prosody, not just for referent selection, but also for learning novel adjectives.
拟声词用于表示情感、消除句法歧义和提供意义。人们对单词学习中的前音了解较少,但对于成人来说,对于新的形容词,一致的前音(如大的音调高/低)比不一致的前音(如大的音调低/高)能带来更好的记忆效果(Shintel, Anderson, & Fenn, 2014)。儿童在单词学习中也可能受益于一致的前音信息。本研究探讨了前音一致与成人(研究 1)和学龄前儿童(研究 2)的新形容词学习。受试者在学习了前音一致或不一致的新形容词后,接受了内隐/图像任务和外显/定义任务的测试。虽然学习单词不一定非要用到拟声词,但在成人的这两项任务和儿童的显性任务中,拟声词一致的条件比拟声词不一致的条件显示出更高的准确性。这是首次证明学龄前儿童不仅在选择参照物时,而且在学习新的形容词时,都能从一致的拟声词中受益。
{"title":"The effect of prosodic congruency on novel adjective learning in adults and children","authors":"Julie M. Hupp , Melissa K. Jungers , Jarrett A. Rardon , Austin M. Posey , Samantha A. McDonald","doi":"10.1016/j.cogdev.2024.101457","DOIUrl":"10.1016/j.cogdev.2024.101457","url":null,"abstract":"<div><p>Prosody is used to indicate emotions, disambiguate syntax, and provide meaning. Less is known about prosody in word learning, but congruent prosody (e.g., loud/low pitch for large) leads to better memory than incongruent prosody (e.g., quiet/high pitch for large) for novel adjectives in adults (Shintel, Anderson, & Fenn, 2014). Children may also benefit from congruent prosodic information in word learning. This current research explores prosodic congruency and novel adjective learning in adults (Study 1) and preschool children (Study 2). Participants learned novel adjectives that were either congruent or incongruent in prosody and then they were tested in an implicit/picture task and an explicit/definition task. Although the prosody was not necessary to learn the words, the congruent condition showed greater accuracy than the incongruent condition across both tasks for adults and for the explicit task for children. This is the first demonstration that preschool children can benefit from congruent prosody, not just for referent selection, but also for learning novel adjectives.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S088520142400042X/pdfft?md5=4a009e3ee3ff6428b74c9a300e7f42e7&pid=1-s2.0-S088520142400042X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141193816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-23DOI: 10.1016/j.cogdev.2024.101439
Markus Paulus , Tamara Becher , Natalie Christner , Marina Kammermeier , Burkhard Gniewosz , Carolina Pletti
Empathic concern for others plays a central role for human cooperation and is proposed to be key in moral development. Developmental theories disagree on the age of emergence of empathic concern in human ontogeny and the factors supporting its early development. To assess different theoretical views, the current study longitudinally assessed infants’ (N = 127) reactions towards an experimenter and their mothers simulating pain at 6, 10, 14, and 18 months. As an emotional control condition, infants’ reactions towards a laughing experimenter were assessed. Maternal sensitivity, children’s temperamental emotionality, and self-recognition were included as predictors. True intraindividual change models were applied to capture the growth of empathic concern in early development. Overall, there were minor and inconsistent differences in children’s responses to laughing and crying others in the first year of life, whereas clear differences emerged in the second year. At 6 months, scale values of empathic concern were significantly related to measures of infant distress suggesting that infants experience emotional contagion and not veridical empathic concern. At 18 months, children’s concern towards the experimenter was related to their concern towards their mother. Maternal sensitivity, negative emotionality and self-recognition were related to children’s empathic concern within the second year. These findings suggest that empathic concern emerges in the second year and point to a gradual emergence of concern for others in human ontogeny.
{"title":"When do children begin to care for others? The ontogenetic growth of empathic concern across the first two years of life","authors":"Markus Paulus , Tamara Becher , Natalie Christner , Marina Kammermeier , Burkhard Gniewosz , Carolina Pletti","doi":"10.1016/j.cogdev.2024.101439","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101439","url":null,"abstract":"<div><p>Empathic concern for others plays a central role for human cooperation and is proposed to be key in moral development. Developmental theories disagree on the age of emergence of empathic concern in human ontogeny and the factors supporting its early development. To assess different theoretical views, the current study longitudinally assessed infants’ (N = 127) reactions towards an experimenter and their mothers simulating pain at 6, 10, 14, and 18 months. As an emotional control condition, infants’ reactions towards a laughing experimenter were assessed. Maternal sensitivity, children’s temperamental emotionality, and self-recognition were included as predictors. True intraindividual change models were applied to capture the growth of empathic concern in early development. Overall, there were minor and inconsistent differences in children’s responses to laughing and crying others in the first year of life, whereas clear differences emerged in the second year. At 6 months, scale values of empathic concern were significantly related to measures of infant distress suggesting that infants experience emotional contagion and not veridical empathic concern. At 18 months, children’s concern towards the experimenter was related to their concern towards their mother. Maternal sensitivity, negative emotionality and self-recognition were related to children’s empathic concern within the second year. These findings suggest that empathic concern emerges in the second year and point to a gradual emergence of concern for others in human ontogeny.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0885201424000248/pdfft?md5=15868644c7d957da0dc9e05dea9de5b3&pid=1-s2.0-S0885201424000248-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140190872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-21DOI: 10.1016/j.cogdev.2024.101440
Wienke Wannagat , Gerhild Nieding , Catharina Tibken
When reading complex expository texts, comprehension benefits from metacognitive monitoring of the comprehension process, which, in part, relies on memory and reasoning abilities that decrease with age. In a cross-sectional study, we examined age-related differences regarding metacognitive comprehension monitoring in adults aged between 50 and 77 (N = 176, M = 63;10 years, SD = 6;2). As an indicator of comprehension monitoring, we considered the number of detected inconsistencies in an inconsistency task. Our findings indicated a moderate but steady decrease of comprehension monitoring, which was mediated via a decrease in verbal intelligence. Besides this negative effect of age, we found a positive effect of educational attainment on comprehension monitoring. Thus, continued experience with texts, for instance provided in jobs that require a university degree, appears to positively affect comprehension monitoring. There was, however, no evidence of a compensatory effect of education on age-related declines in comprehension monitoring.
{"title":"Age-related decline of metacognitive comprehension monitoring in adults aged 50 and older: Effects of cognitive abilities and educational attainment","authors":"Wienke Wannagat , Gerhild Nieding , Catharina Tibken","doi":"10.1016/j.cogdev.2024.101440","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101440","url":null,"abstract":"<div><p>When reading complex expository texts, comprehension benefits from metacognitive monitoring of the comprehension process, which, in part, relies on memory and reasoning abilities that decrease with age. In a cross-sectional study, we examined age-related differences regarding metacognitive comprehension monitoring in adults aged between 50 and 77 (<em>N</em> = 176, <em>M</em> = 63;10 years, <em>SD</em> = 6;2). As an indicator of comprehension monitoring, we considered the number of detected inconsistencies in an inconsistency task. Our findings indicated a moderate but steady decrease of comprehension monitoring, which was mediated via a decrease in verbal intelligence. Besides this negative effect of age, we found a positive effect of educational attainment on comprehension monitoring. Thus, continued experience with texts, for instance provided in jobs that require a university degree, appears to positively affect comprehension monitoring. There was, however, no evidence of a compensatory effect of education on age-related declines in comprehension monitoring.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S088520142400025X/pdfft?md5=94c125f06850dc8c71cbc48df7571e30&pid=1-s2.0-S088520142400025X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140180452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-13DOI: 10.1016/j.cogdev.2024.101436
Faryal Khan , Brooke Wortsman , Hannah L. Whitehead , Joelle Hannon , Medha Aurora , Michael J. Sulik , Fabrice Tanoh , Hermann Akpe , Amy Ogan , Jelena Obradović , Kaja K. Jasińska
Executive Functions (inhibitory control, cognitive flexibility and working memory) mediate the relationship between socioeconomic status and reading. However, little is known of the roles of individual executive functioning components in mediating the socioeconomic-reading achievement gap, especially in low- and middle-income countries. In Côte d’Ivoire, children experience many socioeconomic disadvantages (i.e., fewer household resources, maternal illiteracy), and kinship fostering (child in care of extended family while parents pursue economic opportunities elsewhere) is prevalent. This study examines the relation between executive functioning components, socioeconomic risks, and reading among 5th grade children in rural Côte d’Ivoire (N = 369). Poorer working memory mediated the relationship between higher cumulative socioeconomic risk (poverty, maternal illiteracy, fostering) and lower reading scores. Further, working memory fully mediated the negative effects of fostering risk on reading scores. Results suggest that executive functioning components are differentially impacted by environmental socioeconomic risks and play different roles in supporting reading development.
{"title":"Modeling the associations between socioeconomic risk factors, executive function components, and reading among children in rural Côte d’Ivoire","authors":"Faryal Khan , Brooke Wortsman , Hannah L. Whitehead , Joelle Hannon , Medha Aurora , Michael J. Sulik , Fabrice Tanoh , Hermann Akpe , Amy Ogan , Jelena Obradović , Kaja K. Jasińska","doi":"10.1016/j.cogdev.2024.101436","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101436","url":null,"abstract":"<div><p>Executive Functions (inhibitory control, cognitive flexibility and working memory) mediate the relationship between socioeconomic status and reading. However, little is known of the roles of individual executive functioning components in mediating the socioeconomic-reading achievement gap, especially in low- and middle-income countries. In Côte d’Ivoire, children experience many socioeconomic disadvantages (i.e., fewer household resources, maternal illiteracy), and kinship fostering (child in care of extended family while parents pursue economic opportunities elsewhere) is prevalent. This study examines the relation between executive functioning components, socioeconomic risks, and reading among 5th grade children in rural Côte d’Ivoire (<em>N =</em> 369). Poorer working memory mediated the relationship between higher cumulative socioeconomic risk (poverty, maternal illiteracy, fostering) and lower reading scores. Further, working memory fully mediated the negative effects of fostering risk on reading scores. Results suggest that executive functioning components are differentially impacted by environmental socioeconomic risks and play different roles in supporting reading development.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140122929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-01DOI: 10.1016/j.cogdev.2024.101433
Amanda C. Brandone
This study aimed to shed light on the causal frameworks utilized by children (5-, 7-, and 9-year-olds; n = 92) and adults (n = 30) to understand the transmission of COVID-19 during the COVID-19 pandemic. Participants’ use of two prominent causal frameworks was examined: (1) a mechanical framework appealing to germ transfer and internalization (e.g., “Breathing people’s air sends germs into your body”), and (2) a biological framework appealing to the notion that germs are living things (e.g., “The virus lives and multiplies inside the body”). Results showed that participants at all ages relied on the mechanical framework to explain the transmission of COVID-19. Adults also invoked the biological framework in their explanations; however, 5- to 9-year-olds showed little evidence of biological reasoning. Findings are interpreted in terms of the potential role of the COVID-19 pandemic in shaping children’s knowledge and the implications of these findings for health and safety.
{"title":"Children’s understanding of COVID-19: Acquiring knowledge about germs and contagion amidst a global pandemic","authors":"Amanda C. Brandone","doi":"10.1016/j.cogdev.2024.101433","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101433","url":null,"abstract":"<div><p>This study aimed to shed light on the causal frameworks utilized by children (5-, 7-, and 9-year-olds; <em>n</em> = 92) and adults (<em>n</em> = 30) to understand the transmission of COVID-19 during the COVID-19 pandemic. Participants’ use of two prominent causal frameworks was examined: (1) a mechanical framework appealing to germ transfer and internalization (e.g., “Breathing people’s air sends germs into your body”), and (2) a biological framework appealing to the notion that germs are living things (e.g., “The virus lives and multiplies inside the body”). Results showed that participants at all ages relied on the mechanical framework to explain the transmission of COVID-19. Adults also invoked the biological framework in their explanations; however, 5- to 9-year-olds showed little evidence of biological reasoning. Findings are interpreted in terms of the potential role of the COVID-19 pandemic in shaping children’s knowledge and the implications of these findings for health and safety.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140015313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-01DOI: 10.1016/j.cogdev.2024.101437
Yue Qi , Yinghe Chen , Xiao Yu , Xiujie Yang , Xinyi He , Xiaoyu Ma
The current study examined the mediating role of analogical reasoning in the relationships among working memory, inhibitory control, and children’s mathematical skills. Two hundred fifty-one students from first to third grades were tested on visual-spatial working memory, verbal working memory, inhibitory control, analogical reasoning, and different mathematical skills (i.e., symbolic number processing and mathematical reasoning). After controlling for age and gender, analogical reasoning significantly contributed to both symbolic number processing and mathematical reasoning. The relationship between verbal working memory and symbolic number processing, as well as the relationship between verbal working memory and mathematical reasoning, were significantly mediated by analogical reasoning. The exploratory analyses further revealed that there was no significant age difference in the roles of analogical reasoning. These results highlight the important role of analogical reasoning in explaining the relationships among working memory, inhibitory control, and children’s different mathematical abilities. The findings also indicate that analogical reasoning, the ability of identifying and processing critical relational information, may be a potential avenue to improve children’s mathematical skills.
{"title":"The relationships among working memory, inhibitory control, and mathematical skills in primary school children: Analogical reasoning matters","authors":"Yue Qi , Yinghe Chen , Xiao Yu , Xiujie Yang , Xinyi He , Xiaoyu Ma","doi":"10.1016/j.cogdev.2024.101437","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101437","url":null,"abstract":"<div><p>The current study examined the mediating role of analogical reasoning in the relationships among working memory, inhibitory control, and children’s mathematical skills. Two hundred fifty-one students from first to third grades were tested on visual-spatial working memory, verbal working memory, inhibitory control, analogical reasoning, and different mathematical skills (i.e., symbolic number processing and mathematical reasoning). After controlling for age and gender, analogical reasoning significantly contributed to both symbolic number processing and mathematical reasoning. The relationship between verbal working memory and symbolic number processing, as well as the relationship between verbal working memory and mathematical reasoning, were significantly mediated by analogical reasoning. The exploratory analyses further revealed that there was no significant age difference in the roles of analogical reasoning. These results highlight the important role of analogical reasoning in explaining the relationships among working memory, inhibitory control, and children’s different mathematical abilities. The findings also indicate that analogical reasoning, the ability of identifying and processing critical relational information, may be a potential avenue to improve children’s mathematical skills.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140000100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-22DOI: 10.1016/j.cogdev.2024.101434
Amber Beisly , Shinyoung Jeon
Inhibitory control (IC) and Approaches to Learning (AtL) are two critical domain-general indicators of school readiness that develop rapidly in early childhood and are associated with children's academic outcomes. IC undergoes rapid developmental changes between the ages of 3 and 5, and more studies are needed to examine this change over time. AtL describes how children learn in a classroom, and as such, it may mediate the relationship between IC and academic outcomes. AtL may mediate the relationship between IC and academic achievement for children; growth in IC supports children's ability to direct attention to teachers and peers during interactions, while AtL helps children persist and seek learning opportunities during interactions. Using the Age 3 cohort from the Head Start Family and Child Experiences Survey 2009 (FACES 2009), a latent growth curve analysis was used to examine how both the initial level and growth of IC in HS years to kindergarten were associated with children's academic outcomes in kindergarten as well as the potential mediational role of AtL. The intercept and slope of IC were found to predict children's abilities in AtL, language, and math scores in kindergarten. Moreover, AtL was identified as a mediator between the development of IC and the subsequent gains in math skills from Head Start to kindergarten. These findings underscore the significance of fostering IC development before children enter kindergarten, with AtL emerging as a crucial factor influencing their achievements in mathematics.
抑制性控制(IC)和学习方法(ATL)是儿童早期迅速发展并与儿童学业成绩相关的两个关键的入学准备综合指标。IC 在 3 至 5 岁期间经历了快速的发展变化,需要更多的研究来考察这种随时间的变化。AtL 描述了儿童在课堂上的学习方式,因此,它可能是 IC 与学习成绩之间关系的中介。ATL可能会调节儿童综合能力与学业成绩之间的关系;综合能力的增长有助于儿童在互动过程中将注意力集中到教师和同伴身上,而ATL则有助于儿童在互动过程中坚持并寻找学习机会。利用 2009 年 "启蒙家庭与儿童经历调查"(FACES 2009)中的 3 岁组群,我们采用了潜增长曲线分析法来研究儿童在进入幼儿园前的 HS 阶段中 IC 的初始水平和增长与儿童在幼儿园的学业成绩之间的关系,以及 AtL 的潜在中介作用。研究发现,IC 的截距和斜率可预测儿童在幼儿园的 AtL 能力、语言和数学成绩。此外,还发现 AtL 是 IC 的发展与随后从启蒙教育到幼儿园的数学技能提高之间的中介。这些发现强调了在儿童进入幼儿园之前促进其综合能力发展的重要意义,而 AtL 则是影响其数学成绩的关键因素。
{"title":"Development of inhibitory control in Head Start children: Association with approaches to learning and academic outcomes in kindergarten","authors":"Amber Beisly , Shinyoung Jeon","doi":"10.1016/j.cogdev.2024.101434","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101434","url":null,"abstract":"<div><p>Inhibitory control (IC) and Approaches to Learning (AtL) are two critical domain-general indicators of school readiness that develop rapidly in early childhood and are associated with children's academic outcomes. IC undergoes rapid developmental changes between the ages of 3 and 5, and more studies are needed to examine this change over time. AtL describes how children learn in a classroom, and as such, it may mediate the relationship between IC and academic outcomes. AtL may mediate the relationship between IC and academic achievement for children; growth in IC supports children's ability to direct attention to teachers and peers during interactions, while AtL helps children persist and seek learning opportunities during interactions. Using the Age 3 cohort from the Head Start Family and Child Experiences Survey 2009 (FACES 2009), a latent growth curve analysis was used to examine how both the initial level and growth of IC in HS years to kindergarten were associated with children's academic outcomes in kindergarten as well as the potential mediational role of AtL. The intercept and slope of IC were found to predict children's abilities in AtL, language, and math scores in kindergarten. Moreover, AtL was identified as a mediator between the development of IC and the subsequent gains in math skills from Head Start to kindergarten. These findings underscore the significance of fostering IC development before children enter kindergarten, with AtL emerging as a crucial factor influencing their achievements in mathematics.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139935943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-21DOI: 10.1016/j.cogdev.2024.101435
Zoe S. Robertson, Vikram K. Jaswal
How can we improve children’s attitudes toward and their treatment of disabled peers? One way is by targeting the model that non-disabled children hold about disability, which in Western cultures tends to be that the challenges disabled people face arise from intrinsic factors, or characteristics inherent to the individual (i.e., the medical model of disability). In this paper, we describe a model of disability that highlights external factors contributing to the challenges disabled people face (i.e., the social model). Drawing on research showing that children’s attitudes toward other stigmatized groups can be improved as they learn about structural explanations for group disparities, we suggest that exposing children to the social model of disability may have similarly beneficial effects on the ways they think about and treat disabled peers. We highlight some challenges that this approach may encounter–challenges that, we argue, cognitive developmentalists are well-positioned to address.
{"title":"Barriers to inclusion: Incorporating the social model in the study of children’s understanding of disability","authors":"Zoe S. Robertson, Vikram K. Jaswal","doi":"10.1016/j.cogdev.2024.101435","DOIUrl":"https://doi.org/10.1016/j.cogdev.2024.101435","url":null,"abstract":"<div><p>How can we improve children’s attitudes toward and their treatment of disabled peers? One way is by targeting the model that non-disabled children hold about disability, which in Western cultures tends to be that the challenges disabled people face arise from intrinsic factors, or characteristics inherent to the individual (i.e., the medical model of disability). In this paper, we describe a model of disability that highlights external factors contributing to the challenges disabled people face (i.e., the social model). Drawing on research showing that children’s attitudes toward other stigmatized groups can be improved as they learn about structural explanations for group disparities, we suggest that exposing children to the social model of disability may have similarly beneficial effects on the ways they think about and treat disabled peers. We highlight some challenges that this approach may encounter–challenges that, we argue, cognitive developmentalists are well-positioned to address.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139935942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}