Cognitive Development最新文献_第7页

The role of phonological decoding, rapid automatized naming, and morphological awareness in Chinese reading acquisition among 6- to 8-year-olds in Taiwan 语音解码、快速自动命名及词形意识在台湾6 ~ 8岁儿童中文阅读习得中的作用

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101587

Chung-Hui Hsuan

This study provides evidence from a longitudinal investigation of children aged 6–8, shedding light on how various reading related linguistic skills contribute to Chinese reading acquisition. The linguistic skills examined include phonological decoding (PD), rapid automatized naming (RAN), and morphological awareness (MA). Reading ability was assessed through character reading and reading comprehension. A total of 120 children were evaluated on a comprehensive set of linguistic skills and reading abilities during the second semester of kindergarten (age 6), and grades 1 (age 7) and 2 (age 8). Correlational and regression analyses were used to explore the relationships between linguistic skills and reading development over three years, while controlling for age, family social status, nonverbal IQ, and language comprehension. The results suggest three key findings: 1) RAN is crucial for character reading at age 6 and longitudinally predicts reading development at age 8; 2) PD plays an important role both at ages 7 and 8, and longitudinally predicts reading development from ages 6–8; and 3) MA is related to language comprehension at age 6, and its importance increases from ages 7–8. Discussions of the impact of these linguistic skills on reading development, along with practical implications, are provided.

本研究通过对6-8岁儿童的纵向调查，揭示了不同的阅读相关语言技能对汉语阅读习得的影响。语言技能测试包括语音解码（PD），快速自动命名（RAN）和形态意识（MA）。阅读能力通过人物阅读和阅读理解进行评估。共有120名儿童在幼儿园第二学期（6岁）、一年级（7岁）和二年级（8岁）接受了全面的语言技能和阅读能力评估。在控制年龄、家庭社会地位、非语言智商和语言理解等因素的情况下，采用相关分析和回归分析探讨了三年内语言技能与阅读发展之间的关系。结果表明：1)RAN对6岁儿童的文字阅读至关重要，并纵向预测8岁儿童的阅读发展；2) PD在7岁和8岁时均发挥重要作用，并纵向预测6-8岁的阅读发展；3) MA与6岁时的语言理解相关，其重要性在7-8岁时增加。讨论了这些语言技能对阅读发展的影响，以及实际意义。

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引用次数: 0

Differences by social category in illness susceptibility: Comparison between COVID-19 and injury 不同社会类别的疾病易感性差异：COVID-19与损伤的比较

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101577

Noriko Toyama

This study asked Japanese children and adults whether the likelihood of catching COVID-19 or being injured differed according to social categories (age, gender, income, education, sociability, morality). The participants were 200 adults who were not medical professionals (Study 1), 36 children aged 5–6 years, 32 children aged 10–11 years, and 34 university students (Study 2). Both adults and children believed that older people were more vulnerable to COVID-19 and injuries than younger people. However, differences were observed in the reasons provided. Children often provided behavioral explanations (e.g., “young people do not wear masks”) and adults provided biological (e.g., “older adults have a weakened immune system”) and social structural explanations (e.g., “poor people cannot afford to see a doctor and can only take jobs with a high risk of infection.”) Comparison of these results with previous research in the US revealed that Americans estimated the difference in susceptibility to infection to be greater by age and income than the Japanese. Conversely, the Japanese estimated the difference to be greater by morality than Americans. However, this cultural difference was not observed in children. Accordingly, we discuss how understanding of an illness is based on social situations and cultural beliefs.

这项研究询问了日本儿童和成人，根据社会类别（年龄、性别、收入、教育程度、社交能力、道德），感染COVID-19或受伤的可能性是否有所不同。参与者是200名非医疗专业人员的成年人（研究1），36名5-6岁的儿童，32名10-11岁的儿童和34名大学生（研究2）。成年人和儿童都认为老年人比年轻人更容易感染COVID-19和受伤。但是，所提供的理由有所不同。儿童通常提供行为解释（例如，“年轻人不戴口罩”），成年人提供生物解释（例如，“老年人免疫系统较弱”）和社会结构解释(例如，“穷人看不起医生，只能从事感染风险高的工作。”)将这些结果与美国之前的研究结果进行比较后发现，美国人估计年龄和收入对感染易感性的差异比日本人更大。相反，日本人认为道德方面的差异比美国人更大。然而，在儿童中没有观察到这种文化差异。因此，我们将讨论如何根据社会情境和文化信仰来理解一种疾病。

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引用次数: 0

The impact of humor on infant social learning: Insights from social gaze, heart rate variability, and laughter 幽默对婴儿社会学习的影响：来自社会凝视、心率变异性和笑声的见解

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101575

Romain di Stasi, Rana Esseily, Fabien Cerrotti, Lauriane Rat-Fischer

Humor is a universal aspect of human culture, serving both social and cognitive functions. This study investigates humor's influence on infant learning, focusing on physiological, behavioral, and emotional responses. Building on previous research, we examined three questions: (1) Does humor affect infants' behaviors during a social learning task, such as looking, laughing, and smiling? (2) Does humor enhance learning, and is this effect age-dependent? (3) Can arousal, measured by heart rate variability (HRV), explain the relationship between humor and learning? We tested 88 infants aged 14–22 months, exposing them to either a humorous or neutral demonstration of a tool-use task. We assessed infants’ performance after demonstration and coded social gazes and emotional reactions. We also analyzed physiological arousal indicators, namely heart rate variability (HRV), through a connected wristband. Our analyses revealed that infants exposed to humorous demonstrations showed enhanced learning compared to those in the neutral condition, independently of whether they laughed or not. This suggests that laughing does not mediate the effect of humor on learning. Additionally, infants in the humorous condition looked more at the experimenter, which could indicate increased engagement or attentional processes. Finally, our HRV analyses revealed that infants who succeeded in the task exhibited higher HRV than those who did not. This study is the first to explore the mechanisms underlying humor’s effect on infant learning, emphasizing its complexity and the need for a multidimensional approach integrating cognitive, behavioral, and physiological factors.

幽默是人类文化的一个普遍方面，具有社会和认知功能。本研究从生理、行为和情绪反应三个方面探讨幽默对婴儿学习的影响。在之前的研究基础上，我们研究了三个问题：(1)幽默是否会影响婴儿在社会学习任务中的行为，比如看、笑和微笑？(2)幽默是否能促进学习，这种影响是否与年龄有关？(3)由心率变异性（HRV）测量的觉醒能否解释幽默与学习之间的关系？我们测试了88名年龄在14-22 个月的婴儿，让他们观看幽默或中性的工具使用任务演示。我们在示范后评估婴儿的表现，并对社会注视和情绪反应进行编码。我们还通过连接的腕带分析了生理唤醒指标，即心率变异性（HRV）。我们的分析显示，与那些处于中立状态的婴儿相比，接触幽默表演的婴儿表现出更强的学习能力，这与他们是否笑无关。这表明笑并不能调节幽默对学习的影响。此外，幽默组的婴儿会更多地看向实验者，这可能表明他们的参与度或注意力过程有所增加。最后，我们的HRV分析显示，成功完成任务的婴儿比没有完成任务的婴儿表现出更高的HRV。本研究首次探讨了幽默对婴儿学习的影响机制，强调了其复杂性和对认知、行为和生理因素的多维综合研究的必要性。

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引用次数: 0

Children's understanding of the subjectivity of intentions – Masked by linguistic task demands? 儿童对意图主体性的理解——被语言任务需求掩盖？

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101579

Isa Blomberg , Joana Lonquich , Marina Proft , Hannes Rakoczy

One crucial form of advanced Theory of Mind that is foundational for our everyday social lives is the understanding of the subjective intentionality behind people’s actions. Intentions can be subjective in the following sense: an agent may do many things at once but which of these she does intentionally depends on the description under which she represent these acts (Anscombe, 1979; Searle, 1983). For example, a chef may simultaneously serve an exquisite dinner decorated with nuts, thereby impress the guests, while also triggering an allergic reaction in one guest – and only perform the former two intentionally (serve dinner, impress guests) but not the latter (cause allergic reaction). From a developmental perspective, a crucial question is when such complex action understanding emerges. Previous research indicated that children’s understanding of subjective intentions emerges relatively late (Kamawar & Olson, 2011; Proft et al., 2019; Schünemann, Proft, et al., 2021). The present studies investigated whether these difficulties might have been due to linguistic task demands. We developed a new task that did not require subtle linguistic understanding of complex test questions. Instead, children judged whether some behavior was brought about by an intentional action given an agent’s (false) beliefs and desires. Four-to-seven-year-olds (N = 246) participated in two preregistered studies. Despite the fact that the tasks were linguistically much simplified, we found comparable results to previous studies: Children proficiently ascribed subjective intentions only from around age five to six years. These results provide converging evidence for a protracted development of advanced Theory of Mind and raise questions, for future research, regarding the foundations of such developmental trajectories.

高级心智理论的一个重要形式是对人们行为背后的主观意向性的理解，它是我们日常社会生活的基础。意图在以下意义上可以是主观的：一个行动者可以同时做许多事情，但她有意做哪一件事取决于她代表这些行为的描述(Anscombe, 1979；塞尔,1983)。例如，一个厨师可能会同时用坚果装饰一顿精致的晚餐，从而给客人留下深刻的印象，同时也会引发一位客人的过敏反应——并且故意只执行前两种（提供晚餐，给客人留下深刻的印象），而不执行后一种（引起过敏反应）。从发展的角度来看，一个关键的问题是，这种复杂的行动理解是什么时候出现的。以往的研究表明，儿童对主观意图的理解出现得相对较晚(Kamawar &；奥尔森,2011;Proft等人，2019；sch内曼，教授等人，2021)。本研究调查了这些困难是否可能是由于语言任务需求。我们开发了一个新的任务，它不需要对复杂的测试问题有微妙的语言理解。相反，孩子们判断一些行为是否是由一个有意的行为带来的，考虑到代理人的（错误的）信念和欲望。4 - 7岁儿童（N = 246）参加了两项预注册研究。尽管这些任务在语言上简化了很多，但我们发现与之前的研究结果相当：孩子们只有在五到六岁左右才能熟练地归因于主观意图。这些结果为高级心智理论的长期发展提供了证据，并为未来的研究提出了关于这种发展轨迹基础的问题。

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引用次数: 0

Confidence cues: Epistemic or social? 自信线索：认知还是社交？

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101574

Aimie-Lee Juteau , Carolyn June Holmes , Patricia Brosseau-Liard

Previous research indicates a general preference to learn from confident individuals among both adults and children. However, the interpretation of confidence remains ambiguous. In two experiments, adults (N = 192) and 7-to-10-year-olds (N = 143) were presented with a short video featuring either a confident or a hesitant person. Participants were subsequently queried about social and knowledge-related traits associated with the person and with confidence as an attribute. In Experiment 1, adults watching a confident person attributed more knowledge and positive social traits to the person than adults watching a hesitant person. In Experiment 2, children attributed more knowledge, but not more positive social traits, to a confident rather than a hesitant person. These findings not only help us gain a better understanding of how people perceive confidence, but also hint to how this interpretation changes with age, findings which have important implications for our understanding of social cognitive development.

先前的研究表明，成年人和儿童普遍倾向于向自信的人学习。然而，对信心的解释仍然模棱两可。在两个实验中，研究人员向成年人（N = 192）和7- 10岁的儿童（N = 143）展示了一个简短的视频，视频中有一个自信的人，另一个犹豫不决的人。随后，参与者被问及与这个人有关的社会和知识相关的特征，以及作为一种属性的自信。在实验1中，成年人看到一个自信的人比看到一个犹豫的人给这个人更多的知识和积极的社会特质。在实验2中，孩子们认为自信的人比犹豫的人有更多的知识，但没有更多积极的社会特质。这些发现不仅帮助我们更好地理解人们是如何看待自信的，而且还暗示了这种理解是如何随着年龄的增长而变化的，这些发现对我们理解社会认知发展具有重要意义。

引用次数: 0

Training of media sign literacy and intelligence: Effects on preschoolers’ cognitive skills 媒介符号素养与智能训练：对学龄前儿童认知技能的影响

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101582

Marie Sophie Hunze , Franziska Freudenberger , Yvonne Gerigk , Peter Ohler , Gerhild Nieding

Children's media sign literacy (MSL) has been identified as a predictor of knowledge acquisition from media and academic competencies, surpassing even intelligence. Based on this empirical finding, a tablet-based training program to enhance MSL was developed. In a pretest-posttest experiment involving 152 preschoolers, this training program was compared with an active control group, using a digital inductive reasoning (IR) training, and a passive control group, continuing with the daily preschool activities. Preschoolers' MSL, intelligence, and diverse academic precursors were assessed. Results demonstrated significant improvements in MSL among preschoolers undergoing the MSL training program. Unexpectedly, the IR training showed significant impact only on one of the four intelligence subscales, and participants in the MSL group even outperformed the IR group on another subscale. Both training programs significantly improved participants' letter knowledge, and the IR training furthermore significantly improved participants' phonological awareness.

儿童媒体符号素养（MSL）已被确定为从媒体和学术能力中获取知识的预测指标，甚至超过智力。基于这一实证发现，我们开发了一个基于平板电脑的MSL培训项目。在152名学龄前儿童的前测后测实验中，将该训练方案与积极对照组（使用数字归纳推理（IR）训练）和被动对照组（继续进行日常学前活动）进行比较。评估了学龄前儿童的MSL、智力和各种学术前驱。结果显示，接受语言语言训练的学龄前儿童的语言语言能力有显著提高。出乎意料的是，IR训练仅在四个智力量表中的一个量表上显示出显著的影响，MSL组的参与者甚至在另一个量表上表现优于IR组。两种训练方案均显著提高了被试的字母知识，IR训练进一步显著提高了被试的语音意识。

{"title":"Training of media sign literacy and intelligence: Effects on preschoolers’ cognitive skills","authors":"Marie Sophie Hunze , Franziska Freudenberger , Yvonne Gerigk , Peter Ohler , Gerhild Nieding","doi":"10.1016/j.cogdev.2025.101582","DOIUrl":"10.1016/j.cogdev.2025.101582","url":null,"abstract":"<div><div>Children's media sign literacy (MSL) has been identified as a predictor of knowledge acquisition from media and academic competencies, surpassing even intelligence. Based on this empirical finding, a tablet-based training program to enhance MSL was developed. In a pretest-posttest experiment involving 152 preschoolers, this training program was compared with an active control group, using a digital inductive reasoning (IR) training, and a passive control group, continuing with the daily preschool activities. Preschoolers' MSL, intelligence, and diverse academic precursors were assessed. Results demonstrated significant improvements in MSL among preschoolers undergoing the MSL training program. Unexpectedly, the IR training showed significant impact only on one of the four intelligence subscales, and participants in the MSL group even outperformed the IR group on another subscale. Both training programs significantly improved participants' letter knowledge, and the IR training furthermore significantly improved participants' phonological awareness.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101582"},"PeriodicalIF":1.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144072068","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}

引用次数: 0

Development of mechanical spatial language of support: Insight from 3- to 6-year-old children’s explanations 机械空间支持语言的发展：从3- 6岁儿童的解释看

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101581

Karima Elgamal , Paul Muentener , Laura Lakusta

The current study tested how 3- to 6-year-old children encode causal mechanisms in language for Mechanical Support events (e.g. a person adheres one to another object). Children were first introduced to two objects and were familiarized with their affordances (e.g., whether the objects adhered to a box or not), then asked “Why did that happen?” During two test phases, children then simultaneously viewed a pair of events that depicted consistent or inconsistent support (e.g., the object fell when it previously adhered or it adhered when it previously fell). Children were again asked, “Why did that happen?” Children’s use of causal explanations (e.g., "The toy is sticking to the box because there is glue") increased from 3- to 6-years of age, and the types of causal explanations that children used changed with age. These findings shed light on the developmental lag that has been reported in children’s acquisition of Mechanical Support Language, suggesting that conceptual changes in children’s causal representations may influence their Mechanical Support language acquisition.

目前的研究测试了3到6岁的儿童如何用语言编码机械支持事件的因果机制（例如，一个人将一个物体粘在另一个物体上）。首先向孩子们介绍两个物体，并熟悉它们的启示（例如，物体是否粘在盒子上），然后问他们“为什么会这样？”在两个测试阶段，孩子们同时观看了一对描述一致或不一致支持的事件（例如，物体在先前粘附时落下，或者在先前掉落时粘附）。孩子们再次被问到：“为什么会这样？”3- 6岁儿童对因果解释的使用（例如，“玩具粘在盒子上是因为有胶水”）增加，并且儿童使用的因果解释类型随着年龄的增长而变化。这些发现揭示了儿童机械支持语言习得的发展滞后，表明儿童因果表征的概念变化可能影响他们的机械支持语言习得。

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引用次数: 0

Musical perception skills, phonological awareness, and reading difficulties in Chinese 汉语的音乐感知能力、语音意识和阅读困难

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101571

Hsiao-Lan Sharon Wang , Yu-Ling Chen

Alphabetic studies have indicated that musical activities can be used as a means of bolstering language and pre-reading skills for children. Nevertheless, the associations between musical performance, phonological awareness, and non-alphabetic readingrelated abilities were still unclear, especially in Chinese literatures. This study, therefore, was aimed to explore (1) whether children with Chinese reading difficulties (RD) would show impairments in the musical, phonological, and reading-related variables, compared to normal readers., and (2) whether there are any particular association among musical skills, phonological awareness, and reading abilities for Chinese children with RD. A series of psychometric, phonological, and reading-related tasks were administrated to a sample of 59 native speakers of Mandarin, including 32 chronological aged-matched typical readers (CA controls) and 27 children with reading difficulties (RD group). Generally, results showed that RD group was significantly poorer than CA controls in most of phonological and reading-related tasks. Children with RD appeared to have weaker performance in some particular musical tasks, including rhythm discrimination and chord discrimination. Moreover, hierarchical regression analyses further demonstrated that children’s performance of rhythm discrimination can have significant prediction particularly in their onset and rime awareness. Our results suggested the implications of further exploring the idea of musical intervention as well as the research design on Chinese children.

字母研究表明，音乐活动可以作为增强儿童语言和阅读前技能的一种手段。然而，音乐表演、语音意识和非字母阅读相关能力之间的联系仍然不清楚，特别是在中国文献中。因此，本研究旨在探讨(1)与正常读者相比，汉语阅读困难儿童是否在音乐、语音和阅读相关变量上表现出障碍。(2)音乐技能、语音意识和阅读能力之间是否存在特别的联系。研究人员对59名普通话母语者进行了一系列心理测量、语音和阅读相关的任务，其中包括32名时间年龄匹配的典型读者（CA对照组）和27名阅读困难儿童（RD组）。结果表明，RD组在大多数语音和阅读相关任务上的表现明显低于CA组。自闭症儿童在某些特定的音乐任务中表现出较弱的表现，包括节奏辨别和和弦辨别。此外，层次回归分析进一步表明，儿童的节奏辨别表现具有显著的预测意义，特别是在发病和时间意识方面。本研究结果对进一步探索音乐干预的概念以及对中国儿童的研究设计具有启示意义。

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引用次数: 0

Delay discounting in middle childhood: Heritability estimates from a twin study 童年中期的延迟折扣：一项双胞胎研究的遗传率估计

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101578

Inês Morais , Marian J. Bakermans-Kranenburg , Jacob J.W. Bakermans , Manuela Veríssimo

Background

Many situations and tasks depend on the ability to delay gratification and control impulses. The degree of impatience or reluctance to wait for delayed outcomes is considered a mechanism underlying impulsive decision-making and predictive of a range of developmental outcomes. However, behavioral genetic studies of delay discounting (DD) focused on adults and adolescents, and did not yet include younger children.

Aims

The present study explored DD in middle childhood. We estimated the heritability using a twin design and explored associations between DD and variables such as sex, age, socioeconomic status (SES), IQ, and inhibitory control. Method: A total of 514 children (49 % boys) from 257 twin pairs, with a mean age of 8;11 years (SD = 0;8), participated in this study. DD was assessed using the Delay Discounting of Money task. Behavioral genetic analyses were conducted using R.

Results

The variance and covariance of DD were best accounted for by a combination of genetic (25 %) and unique environmental factors (75 %). Results in boys and girls were similar. Significant associations with inhibitory control were found.

Conclusions

Our results point to a genetic basis for DD in a developmental sample, complementing research on older age groups. The pattern of results from this and other studies suggest that heritability estimates increase over time.

许多情况和任务取决于延迟满足和控制冲动的能力。不耐烦或不愿等待延迟结果的程度被认为是冲动决策的潜在机制，并预测了一系列发展结果。然而，延迟折扣（DD）的行为遗传学研究主要集中在成人和青少年，尚未包括年幼的儿童。目的探讨儿童中期发育障碍。我们使用双胞胎设计估计遗传力，并探索DD与性别、年龄、社会经济地位（SES）、智商和抑制控制等变量之间的关联。方法：从257对双胞胎中选取514名儿童（49 %男孩），平均年龄为8.11岁（SD = 0;8）。使用金钱延迟贴现任务评估DD。结果遗传因子（25 %）和独特环境因子（75 %）的组合最能解释DD的方差和协方差。男孩和女孩的结果相似。发现与抑制性控制显著相关。结论我们的研究结果指出了发育样本中DD的遗传基础，补充了对老年群体的研究。这项研究和其他研究的结果模式表明，遗传率估计随着时间的推移而增加。

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引用次数: 0

Common ground without copresence: Preschoolers apply indirect cues about shared knowledge in real-time referential interpretation 没有共同基础的共同基础：学龄前儿童在实时参考解释中使用关于共同知识的间接线索

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101573

Valerie San Juan , Katherine Gibbard , Sirine Morra , Melanie Khu , Craig G. Chambers , Susan A. Graham

We examined whether, in the absence of physical cues about a speaker’s visual perspective, 4- and 5-year-old children (N = 46) children would use their beliefs about the speaker’s knowledge state to guide real-time referential interpretation. Using a modified version of the visual world paradigm where a speaker provided referential instructions remotely from a different room from the child listener, children learned that some images on their display (i.e., items that appeared on top of blue cards) could not be seen on the speaker’s display (i.e., the speaker saw a blank blue card only). Results indicated that children identified a target referent faster and more accurately when they believed they had privileged access to a competitor object in a visual display versus when they believed this competitor was also known to the speaker. These findings indicate that preschoolers do not require the co-presence of a speaker or immediate line-of-sight cues to rapidly integrate perspective information during real-time language processing. Overall, the findings provide new insights into the different types of perspective cues that children use to guide language understanding, as well as the time course and magnitude of their effects.

我们研究了在没有关于说话者视觉视角的物理线索的情况下，4岁和5岁的儿童（N = 46）是否会使用他们对说话者知识状态的信念来指导实时参考解释。使用视觉世界范式的修改版本，说话者在与儿童听众不同的房间远程提供参考指令，儿童了解到他们显示器上的一些图像（即出现在蓝色卡片顶部的物品）在说话者的显示器上无法看到（即，说话者只看到一张空白的蓝色卡片）。结果表明，当儿童认为自己在视觉显示中有特权接触到竞争对手物体时，他们识别目标指称的速度更快、更准确，而当他们认为说话者也知道这个竞争对手物体时，他们的识别速度更快、更准确。这些发现表明，在实时语言处理过程中，学龄前儿童不需要说话人的共同存在或直接的视线提示来快速整合视角信息。总的来说，这些发现为儿童用来指导语言理解的不同类型的视角线索，以及它们的影响的时间过程和程度提供了新的见解。

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引用次数: 0