Cognitive Development最新文献_第6页

Latent structure of executive function in preschoolers: A systematic review and meta-analysis 学龄前儿童执行功能的潜在结构：一个系统回顾和荟萃分析

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-07-01 DOI: 10.1016/j.cogdev.2025.101612

Alessia Bandettini, David Giofrè, Sabrina Panesi, Sergio Morra, Laura Traverso

In the last decades, an impressive amount of research demonstrated the importance of the early development of executive function for concurrent and subsequent psychological development and adjustment. Nevertheless, the structure of executive function in this age range is still a matter of debate. The present systematic review and meta-analysis followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Statement and focused on studies that used confirmatory factor analysis with at least two indicators for identifying executive function components in preschool and toddler children. In addition to highlighting methodological issues and points of convergence and divergence across studies through the systematic review (sample size, age range, type of indicators, relationship between indicators and latent variables), the meta-analysis provided a quantitative synthesis of the correlations between the most frequently studied latent constructs. In particular, we found a substantial correlation (r = .66) between working memory and inhibition, suggesting that while these functions are closely related in early development, they remain distinguishable components of EF. To move forward in understanding early executive function development, future research should benefit from taking into account some of the issues identified.

在过去的几十年里，大量的研究证明了执行功能的早期发展对并发和随后的心理发展和调整的重要性。然而，这个年龄段的执行功能结构仍然是一个有争议的问题。本系统评价和荟萃分析遵循了系统评价和荟萃分析的首选报告项目（PRISMA）声明，并重点研究了使用至少两个指标的验证性因子分析来识别学龄前和学步儿童执行功能成分的研究。除了通过系统回顾（样本量、年龄范围、指标类型、指标与潜在变量之间的关系）突出方法学问题和研究的趋同点和分歧点外，荟萃分析还提供了最常研究的潜在构式之间相关性的定量综合。特别是，我们发现工作记忆和抑制之间存在实质性的相关性（r = .66），这表明尽管这些功能在早期发展中密切相关，但它们仍然是EF的可区分组成部分。为了进一步了解早期执行功能的发展，未来的研究应该考虑到一些已确定的问题。

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引用次数: 0

Adolescents’ beliefs about caste-essentialism and their social location in Nepal 尼泊尔青少年对种姓本质主义的信仰及其社会定位

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-07-01 DOI: 10.1016/j.cogdev.2025.101616

Manishi Srivastava , Jeanine Grütter , Pramod Bhatta

Social essentialism plays a significant role in legitimizing power imbalances within hierarchical societies, such as the caste system. We investigated whether adolescents endorsed caste essentialist beliefs and whether these beliefs about the stability of caste correlate with their perceived social mobility and social location (caste, SES). We interviewed 590 students between the ages of 10 and 18 years (M_age = 14 years; SD_age = 1 year 7 months) of grades 6–10 from 25 school classes in Nepal to assess their caste essentialist beliefs with a switched-at-birth task and measured their perceived social mobility in terms of perceived feasibility regarding marriage to a higher caste. In line with our assumptions, adolescents of the highest caste group showed stronger essentialist beliefs regarding both higher and lower caste when compared to adolescents from the other caste groups and believed that an individual’s caste would not change even when switched at birth. Adolescents of the highest caste and from higher-SES backgrounds expressed stronger essentialist beliefs than their peers. Caste essentialist beliefs and perceived feasibility regarding marriage to a higher caste were significantly correlated. However, adolescents’ social location did not play a significant role in their perceived feasibility of marriage to a higher caste. Overall, they expected low social mobility concerning marriage. We discuss the complex associations between caste essentialism, social mobility beliefs and social location during adolescence.

社会本质主义在使等级社会（如种姓制度）中的权力不平衡合法化方面发挥着重要作用。我们调查了青少年是否认同种姓本质主义信仰，以及这些关于种姓稳定性的信仰是否与他们感知到的社会流动性和社会位置相关（种姓，SES）。我们采访了来自尼泊尔25个班级的590名年龄在10到18岁之间（年龄= 14岁；年龄= 1岁7个月）的6-10年级 学生，通过出生时转换的任务来评估他们的种姓本质主义信仰，并根据他们对与更高种姓结婚的感知可行性来衡量他们感知的社会流动性。与我们的假设一致，与其他种姓群体的青少年相比，最高种姓群体的青少年对高种姓和低种姓都表现出更强的本质主义信念，并且认为个人的种姓即使在出生时转换也不会改变。最高种姓和较高社会经济地位背景的青少年比同龄人表现出更强烈的本质主义信仰。种姓本质主义信仰与与高种姓婚姻的感知可行性显著相关。然而，青少年的社会地位并没有在他们认为与高种姓结婚的可行性中发挥重要作用。总体而言，他们预计婚姻方面的社会流动性较低。我们讨论了种姓本质主义、社会流动性信念和青少年社会位置之间的复杂联系。

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引用次数: 0

How basic cognitive processing affects children's math problem-solving performance? 基本认知加工如何影响儿童的数学问题解决能力？

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-07-01 DOI: 10.1016/j.cogdev.2025.101617

Xin Chen , Yuhan Wang , Kaichun Liu , Shuyuan Zhang , Xiao Yu , Yang Yang , Xiujie Yang

Although previous research emphasizes the importance of domain-general cognitive abilities and domain-specific numerical knowledge in general mathematics domains (Geary, 2004), their roles in specific domain, especially word problem solving, remain underexplored. This study investigated the contributions of various cognitive components to early word-problem performance by adapting Geary’s (2004) cognitive competencies framework. Ninety-five Chinese kindergarten children (ages 3.39–6.55 years, mean age = 5.58, SD = 0.91) completed tasks assessing language processing, visuospatial processing, conceptual knowledge, procedural knowledge, and word problems. Results revealed that conceptual and procedural knowledge mediated the relationship between basic cognitive processing (language and visuospatial systems) and word problems. Specifically, phonological awareness in the language system showed an indirect association with word problems via procedural knowledge, and via a sequential pathway involving conceptual and procedural knowledge. No significant indirect effect of receptive vocabulary was found. Both aspects of the visuospatial system, visual perception and mental rotation, showed indirect associations with word problems via a sequential pathway involving conceptual and procedural knowledge. These results broaden Geary’s framework to encompass early word problem solving and provide initial guidance for future research concerning children who face mathematical learning difficulties. This includes the exploration of potential areas for screening and intervention.

虽然以往的研究强调了领域通用认知能力和领域特定数值知识在普通数学领域的重要性（Geary, 2004），但它们在特定领域，特别是在解决字问题方面的作用仍未得到充分探讨。本研究采用Geary（2004）的认知能力框架，探讨了不同认知成分对早期字题表现的影响。95名中国幼儿园儿童（年龄3.39 ~ 6.55岁，平均年龄5.58岁，SD = 0.91）完成了语言加工、视觉空间加工、概念知识、程序知识和文字问题的评估任务。结果表明，概念知识和程序知识介导了基本认知加工（语言和视觉空间系统）与单词问题之间的关系。具体而言，语言系统中的语音意识通过程序性知识和包括概念性知识和程序性知识的顺序途径与单词问题存在间接关联。接受性词汇的间接影响不显著。视觉空间系统的两个方面，视觉感知和心理旋转，通过一个包括概念和程序知识的顺序通路，显示出与单词问题的间接关联。这些结果扩大了Geary的框架，将早期的文字问题解决纳入其中，并为未来有关面临数学学习困难的儿童的研究提供初步指导。这包括探索筛查和干预的潜在领域。

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引用次数: 0

Developmental trajectories of cognitive and metacognitive capacities in second-generation bilingual migrant and native monolingual children 第二代双语移民和本土单语儿童认知和元认知能力的发展轨迹

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-07-01 DOI: 10.1016/j.cogdev.2025.101614

Zoe Bablekou , Elisavet Chrysochoou , Smaragda Kazi , Elvira Masoura , Nikolaos Tsigilis

The present study is a first attempt to jointly investigate a broad range of cognitive and metacognitive monitoring capacities in bilingual and monolingual children, focusing on bilingualism as a potential moderator of age-related developmental trajectories. Two understudied samples were assessed: a maintenance bilingualism group of early Albanian-Greek bilingual children (second-generation migrants) and Greek-speaking (native) monolingual peers (145 children aged 8;4–12;10). Cognitive domains assessed included attention, inhibition, shifting, updating, working memory capacity, and planning, and metacognitive monitoring measures (prospective and retrospective estimates of performance and task ease) were also obtained. Frequentist and Bayesian moderated regression analyses were conducted, controlling for non-verbal intelligence and parental SES. Beyond the expected age-related improvements in cognitive and metacognitive abilities, the analyses showed only three moderating patterns: more accurate monitoring of task demands (as indicated by global speed in the attention task) with age, but only among monolinguals; age-related improvements in non-verbal planning and the accuracy of related prospective ease judgments, both observed only among bilinguals. Bilingual children also showed lower accuracy than monolinguals in proactive ease estimations in the attention task. Overall, the findings challenge claims of general bilingual advantages in executive function and their developmental nature, extending null results to metacognitive monitoring. The evidence supports a close interplay between developing cognitive and metacognitive functions—both central to the top-down regulation of thought and action toward goal-directed behaviour. The discussion underscores the need to explore how individual and contextual factors interact to shape cognitive and metacognitive development in childhood.

本研究首次尝试联合调查双语和单语儿童的认知和元认知监测能力，重点关注双语作为年龄相关发展轨迹的潜在调节因素。对两个未充分研究的样本进行了评估：早期阿尔巴尼亚-希腊双语儿童（第二代移民）和希腊语（母语）单语同龄人（145名8岁、4-12岁和10岁的儿童）组成的维持双语组。评估的认知领域包括注意、抑制、转移、更新、工作记忆容量和计划，以及元认知监测措施（对表现和任务轻松程度的前瞻性和回顾性估计）。在控制非语言智力和父母社会经济地位的情况下，进行了频率回归和贝叶斯调节回归分析。除了预期的认知和元认知能力与年龄相关的改善之外，分析只显示了三种调节模式：随着年龄的增长，更准确地监测任务需求（如注意力任务中的全球速度所示），但仅限于单语者；非语言计划和相关预期轻松判断的准确性与年龄相关的改善仅在双语者中观察到。双语儿童在注意力任务中主动轻松估计的准确性也低于单语儿童。总的来说，这些发现挑战了一般双语在执行功能及其发展性质方面的优势，将无效结果扩展到元认知监测。证据表明，认知功能和元认知功能之间存在密切的相互作用——两者都是自上而下的思想调控和目标导向行为的核心。讨论强调需要探索个体和环境因素如何相互作用，以塑造儿童时期的认知和元认知发展。

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引用次数: 0

Ordinal processing in children with mathematics learning disabilities 数学学习障碍儿童的序数处理

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-07-01 DOI: 10.1016/j.cogdev.2025.101618

Ulf Träff, Mikael Skagenholt, Kenny Skagerlund

The present study examined whether a numerical order processing deficiency is a key factor underlying mathematics learning disabilities (MLD) in children, or whether children with MLD have a general ordinal processing deficiency. Twenty-one children with MLD were tested and compared to 32 children without MLD on three ordinal tasks (numbers, letters, lines), and two number magnitude tasks. The results demonstrate that children with MLD have a general ordinal processing deficiency as they displayed difficulties with ordered and non-ordered sequences of all three types of information. Moreover, the severity of these difficulties was equivalent for all three types of information. On the number and letter ordinal tasks they displayed reversed and standard distance effects effect akin to the controls, but larger standard distance effects on the line order task. Moreover, the children with MLD displayed difficulties with symbolic number magnitude comparison but displayed a typical standard distance effect. The combined findings of the study suggest that children with MLD have an impaired ability to access magnitude information from numerical symbols, in addition to their general ordinal processing deficiency.

Educational relevance statement

This study shows that children with mathematics learning disabilities (MLD) have severe general problems with ordinal processing (i.e., “which position or rank an item has in a set or sequence of items”), for example, judging whether three numerals are in correct order (1–2–3) or not (2–3–1). These findings suggest that screening procedures to detect children with MLD or those in risk of developing mathematical difficulties should not only include measures of number magnitude processing (i.e., “how many”), and arithmetic, but also symbolic and non-symbolic number ordinal processing as well as non-numerical ordinal processing (e.g., letters). Similarly, school support aiming at preventing mathematical difficulties in young children should target both number magnitude and number ordinal processing.

摘要本研究旨在探讨数字顺序处理缺陷是否为儿童数学学习障碍（MLD）的关键因素，或者是否有数学学习障碍的儿童有一般的顺序处理缺陷。21名患有MLD的儿童与32名没有MLD的儿童在三个顺序任务（数字、字母、线条）和两个数字大小任务上进行了测试和比较。结果表明，MLD儿童在处理三种信息的有序和非有序序列方面存在普遍的顺序处理缺陷。此外，这些困难的严重程度对所有三种资料都是相同的。在数字和字母顺序任务中，他们表现出与对照组类似的反向和标准距离效应，但在线顺序任务中，他们表现出更大的标准距离效应。此外，MLD患儿表现出符号数大小比较困难，但表现出典型的标准距离效应。该研究的综合结果表明，除了一般的顺序处理缺陷外，患有MLD的儿童从数字符号中获取大小信息的能力受损。教育相关性陈述本研究显示，有数学学习障碍（MLD）的儿童在序数处理（即“一个项目在一组或一系列项目中的位置或排名”）方面存在严重的一般性问题，例如判断三个数字的顺序是否正确（1-2-3）或不正确（2-3-1）。这些发现表明，检测MLD儿童或有发展为数学困难风险的儿童的筛查程序不仅应包括数字大小处理（即“有多少”）和算术的测量，还应包括符号和非符号数字序数处理以及非数字序数处理（如字母）。同样，旨在防止幼儿数学困难的学校支持应同时针对数字大小和数字序数处理。

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引用次数: 0

Direct and indirect associations between parents’ and children’s literacy and numeracy skills: A longitudinal study in Hong Kong Chinese families 父母与子女读写和计算能力的直接和间接关系：香港华人家庭的纵向研究

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-06-19 DOI: 10.1016/j.cogdev.2025.101605

Anna Jia-Jun Zhang , Urs Maurer , Catherine McBride , Tomohiro Inoue

We examined the relationship between parents’ and children’s literacy and numeracy and whether the relationship was mediated by children’s cognitive skills. One hundred and thirty Hong Kong Chinese children (mean age = 6 years and 3 months, 51.5 % female) were assessed on nonverbal IQ, phonological awareness (PA), and rapid automatized naming (RAN), and one year later on word reading and arithmetic calculation. Their parents were also tested on word dictation and arithmetic calculation. Results showed that parents’ dictation was weakly but consistently associated with children’s word reading. In contrast, parents’ arithmetic calculation was not consistently associated with children’s arithmetic calculation. RAN predicted both literacy and numeracy, whereas neither RAN nor PA mediated the relationship between parents’ and children’s academic skills. These findings suggest that while children’s literacy and numeracy may partly share similar cognitive underpinnings, their intergenerational association may be generally weak and primarily domain-specific.

我们研究了父母和孩子的读写和计算能力之间的关系，以及这种关系是否受孩子的认知技能的调节。对130名香港华人儿童（平均年龄6岁3个月，51.5% %为女性）进行了非语言智商、语音意识（PA）、快速自动命名（RAN）和一年后的单词阅读和算术计算的测试。他们的父母也接受了单词听写和算术计算的测试。结果表明，父母的听写与孩子的单词阅读有微弱但一致的联系。相比之下，父母的算术能力与孩子的算术能力并不一致。RAN预测识字和计算能力，而RAN和PA都没有中介父母和孩子的学术技能之间的关系。这些发现表明，虽然儿童的识字和计算能力可能在一定程度上具有相似的认知基础，但它们的代际联系可能普遍较弱，主要是针对特定领域的。

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引用次数: 0

Sound, emotion, and innovation: Rethinking bayan education through digital tools 声音、情感和创新：通过数字工具重新思考巴彦教育

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-06-19 DOI: 10.1016/j.cogdev.2025.101604

Liu Dong

Various musical instruments offer unique opportunities to discover new aesthetic expression approaches and interpretation concepts. The aim of this study is to assess the effectiveness of a 14-week intervention for learning to play the bayan using digital technologies. The participants in the study were second and third-year students of [BLINDED] University who had no prior experience playing the bayan. They were randomly assigned to either the Experimental group (n = 89) or the Control group (n = 90). Students in both groups underwent basic training in bayan performance. In addition, the Experimental group utilized digital programs such as SMT Expert and Bayan Trainer. Upon completion of the intervention, the musical performance of Wubin Liu’s composition "Invocation of Da Zhao" was evaluated. Participants also reported their engagement with music through self-reports. The results confirmed the impact of the technology-based intervention on musical performance and engagement with music. Age, gender, and particularly previous experience in musical activities were found to influence the outcomes. The findings of the study may serve as a foundation for the integration of digital technologies into music education, particularly in the development of instrumental skills, expressive performance, and technical accuracy. This will contribute to the improvement of teaching methods and the enhancement of the emotional depth of musical performance.

各种乐器提供了独特的机会，发现新的审美表现方法和诠释概念。本研究的目的是评估一项为期14周的干预措施对使用数字技术学习演奏巴彦的有效性。这项研究的参与者是[盲人]大学二年级和三年级的学生，他们之前没有玩过巴扬。他们被随机分配到实验组（n = 89）或对照组（n = 90）。两组学生都接受了巴彦表演的基本训练。此外，实验组还使用了SMT Expert和Bayan Trainer等数字程序。干预结束后，对刘武斌作品《大召的祈福》的音乐表演进行评价。参与者还通过自我报告报告了他们对音乐的投入程度。结果证实了基于技术的干预对音乐表演和音乐参与的影响。年龄，性别，特别是之前的音乐活动经验被发现影响结果。这项研究的发现可以作为将数字技术融入音乐教育的基础，特别是在器乐技能、表现力表现和技术准确性的发展方面。这将有助于改进教学方法，提高音乐表演的情感深度。

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引用次数: 0

Relative age effect in formal musical training 正规音乐训练中的相对年龄效应

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-06-18 DOI: 10.1016/j.cogdev.2025.101603

Rafael Román-Caballero , Laura Trujillo , Paulina del Carmen Martín-Sánchez , Laurel J. Trainor , Florentino Huertas , Elisa Martín-Arévalo , Juan Lupiáñez

Access to musical training depends on various factors, such as socioeconomic status and musical background of families, and the child's interest in learning music (related to their openness to experience). In the present study, we show an additional source of selection bias that has gone unnoticed: the relative age of children within the same cohort, when a selection process is implemented. The consequences of this grouping are known as the relative age effect, ranging from academic outcomes to self-esteem. In youth sports, there has been observed an overrepresentation of athletes born in the two first quarters compared to those born later. This study shows a similar unbalance across Spanish music conservatory courses in two samples: a Primary Sample of participants assessed by our research group (N = 322; 33 % of children born in the first quarter vs. 21 % in the fourth quarter, V = .12) and a Secondary Sample comprised by the complete census of six conservatories in Spain (N = 2182; 27 % vs. 24 %, V = .04). This bias was larger when computed on those participants selecting the most popular instrument. In our sample, the relative age of the children and adolescents was independent of other sources of selection bias, such as socioeconomic status. Moreover, the relative age effect was stable across conservatory courses, pointing to an enrolment bias and the impact of a lack of adjustment in the conservatory entrance exam.

获得音乐训练取决于各种因素，如家庭的社会经济地位和音乐背景，以及孩子对学习音乐的兴趣（与他们对经验的开放性有关）。在本研究中，我们展示了一个被忽视的选择偏差的额外来源：在实施选择过程时，同一队列中儿童的相对年龄。这种分组的结果被称为相对年龄效应，范围从学业成绩到自尊。在青少年体育运动中，人们观察到，出生在前两个季度的运动员比出生在后两个季度的运动员多。这项研究在两个样本中显示了西班牙音乐学院课程的类似不平衡：我们研究小组评估的参与者的主要样本(N = 322；第一季度出生的儿童占33% %，第四季度出生的儿童占21% %，V = .12)和由西班牙六所音乐学院的完全普查组成的二次样本(N = 2182；27 % vs. 24 %,V = .04)。当对那些选择最受欢迎的工具的参与者进行计算时，这种偏差更大。在我们的样本中，儿童和青少年的相对年龄独立于其他选择偏差的来源，如社会经济地位。此外，相对年龄效应在所有音乐学院课程中都是稳定的，这表明存在入学偏见和音乐学院入学考试缺乏调整的影响。

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引用次数: 0

The relative age effect in secondary schools 中学的相对年龄效应

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-06-18 DOI: 10.1016/j.cogdev.2025.101602

C. Lange-Küttner

This longitudinal study investigates the Relative Age Effect (RAE) on academic achievements in inclusive secondary schooling in mainstream pupils (n = 2696) and those with special educational needs and disabilities (SEND) (n = 299). The RAE is based on the assumption that increased age also predicts maturity and performance, with relatively older children and adolescents being at an advantage. However, different to previous research using months per year for relative age, the current study uses differences in years per school class. Four chronological age (CA) groups could be identified in one school year, ranging from age 10–15. Younger pupils in class were at an advantage and showed better performance than older pupils (reverse RAE): Multiple ordinal logistic regression (MOLR) showed that the likelihood of belonging to the younger or older adolescents in class (RAE) could be predicted by school grades. Excellent mathematics marks predicted belonging to younger pupils, while low language grades predicted belonging to older pupils in class. In pupils with SEND, grades predicted age group in either direction independently of the school subject. Parental years in education (CASMIN) and migration background were both associated with CA groups but not with each other: Younger pupils were more likely to have parents with longer education and less likely to have a migration background, while for older pupils the opposite was true. Path models revealed that while the RAE and migrant background were negatively associated with school performance, parent education was more important for competencies than for school grades.

本纵向研究调查了主流学生（ = 2696）和特殊教育需要和残疾学生（SEND）（ = 299）在全纳中学学业成绩上的相对年龄效应（RAE）。RAE是基于年龄增长也预示着成熟和表现的假设，相对较大的儿童和青少年处于优势地位。然而，与之前的研究使用每年几个月的相对年龄不同，目前的研究使用了每个学校班级的年龄差异。在一个学年中可以确定四个实际年龄（CA）组，从10-15岁不等。班级中年龄较小的学生比年龄较大的学生具有优势，表现出更好的表现（反向RAE）：多元有序逻辑回归（MOLR）显示，学校成绩可以预测班级中属于年龄较小或较大的青少年（RAE）的可能性。优秀的数学成绩预示着属于年龄较小的学生，而较低的语言成绩预示着属于班级中年龄较大的学生。在患有SEND的学生中，成绩在任何方向上都独立于学校科目预测年龄组。父母受教育年限（CASMIN）和移民背景都与CA组相关，但彼此无关：年龄较小的学生更有可能拥有受过较长教育的父母，而不太可能有移民背景，而年龄较大的学生则相反。路径模型显示，虽然RAE和移民背景与学校表现呈负相关，但父母教育对能力的影响比对学校成绩的影响更大。

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引用次数: 0

Father, mother, and toddler spatial talk in a favorite activity: Associations with gender, dominant language, and activity choice 父亲、母亲和幼儿在最喜欢的活动中的空间谈话：与性别、主导语言和活动选择的联系

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-06-13 DOI: 10.1016/j.cogdev.2025.101586

Mackenzie S. Swirbul , Alex M. Silver , Melissa E. Libertus , Catherine S. Tamis-LeMonda

Everyday activities—building block towers, setting the table, getting dressed—offer numerous opportunities for toddlers to learn about spatial concepts. As parents jointly engage in such activities with their toddlers and use spatial language, they support toddlers’ spatial cognition. We video-recorded U.S. English- and Spanish-speaking fathers, mothers, and toddlers (28 girls, 27 boys; ages 24–36 months) during a ‘favorite activity’ at home. We characterized fathers’ and mothers’ use of spatial language (i.e., spatial relations, spatial features, magnitudes/comparisons, and spatial verbs), classified parent-toddler pairs’ activity choice as spatial vs. nonspatial, and tested whether activity choice related to parents’ use of spatial language. Spatial words were frequent, and individual parents varied substantially. Overall amount of spatial talk did not differ by parents’ dominant language, parent gender, or child gender. However, specific types of spatial talk varied by dominant language, and fathers and mothers provided their toddlers with unique spatial words. Parent-toddler pairs selected a wide variety of favorite activities, with approximately half classified as spatial. Although activity choice (i.e., spatial vs. nonspatial) did not relate to parent or child gender separately, exploratory analyses revealed a trend-level effect showing that twice as many father-boy as mother-girl pairs engaged in spatial activities. Most centrally, fathers who engaged in spatial activities with their toddlers produced more spatial talk than did fathers who engaged in nonspatial activities; mothers’ choice of activity (spatial or not) did not relate to their spatial language use.

日常活动——搭积木塔、摆桌子、穿衣服——为幼儿提供了许多学习空间概念的机会。父母与幼儿共同参与这些活动，使用空间语言，是对幼儿空间认知的支持。我们对美国讲英语和西班牙语的父亲、母亲和幼儿(28名女孩，27名男孩；年龄24-36岁（ 个月），在家中进行“最喜欢的活动”。我们描述了父亲和母亲使用空间语言的特征（即空间关系、空间特征、数量级/比较和空间动词），将亲子对的活动选择分为空间和非空间两类，并测试了活动选择是否与父母使用空间语言有关。空间词出现频率高，个体父母差异很大。空间谈话的总量没有因父母的主导语言、父母性别或孩子性别而异。然而，空间话语的具体类型因主导语言而异，父母为幼儿提供了独特的空间词汇。父母和孩子选择了各种各样最喜欢的活动，其中大约一半被归类为空间活动。虽然活动选择（即空间与非空间）与父母或子女的性别无关，但探索性分析揭示了一种趋势水平效应，表明父亲-男孩参与空间活动的比例是母亲-女孩的两倍。最重要的是，与幼儿进行空间活动的父亲比从事非空间活动的父亲产生更多的空间谈话；母亲选择的活动（空间或非空间）与她们的空间语言使用无关。

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