Cognitive Development最新文献_第8页

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 Epub Date: 2025-08-25 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

Unique associative patterns of adolescents’ perceptions of mothers’ and father’s parenting in relation to inhibition and cognitive flexibility 青少年父母教养观念的独特联想模式与抑制和认知灵活性的关系

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-07-01 Epub Date: 2025-06-02 DOI: 10.1016/j.cogdev.2025.101585

Shameem Fatima

Earlier research suggests that the development of executive functions is susceptible to positive and negative parenting practices in childhood and adolescence. However, boys and girls may differ in their perceptions of rewarding and punitive parenting by mothers and fathers. The present study extends this focus to assess the interaction between adolescents’ perceptions of mothers’ and fathers’ rewarding and punitive parenting and adolescent gender to predict two core executive functions namely inhibition and cognitive flexibility. Adolescents’ reports of rewarding and punitive parenting were obtained from a sample of Pakistani adolescents (N = 352; M_age = 14.52, SD = 1.08 years, 54.3 % boys, 45.7 % girls) who also performed on executive functions tasks. Findings from correlational and moderated regression analyses showed that adolescents’ perceptions of mother’s and father’s punitive parenting were significantly correlated with inhibition inefficiency for girls but not boys. Likewise, fathers’ rewarding and mothers’ punitive parenting significantly predicted inhibition inaccuracy for only girls. However, the effect sizes in all these moderation analyses were low. Adolescents’ perceptions of rewarding parenting by mothers and fathers were similarly associated with cognitive flexibility for boys and girls. The findings suggest that punitive parenting is likely a negative factor for inhibition among adolescents, particularly girls. In contrast, rewarding parenting is a protective factor for cognitive flexibility for both girls and boys.

早期的研究表明，执行功能的发展很容易受到儿童和青少年时期积极和消极的养育方式的影响。然而，男孩和女孩对父母的奖励和惩罚的看法可能不同。本研究将这一重点扩展到评估青少年对父母奖惩教养方式的感知与青少年性别之间的相互作用，以预测两种核心执行功能，即抑制和认知灵活性。从巴基斯坦青少年样本中获得了青少年关于奖励和惩罚父母的报告(N = 352；Mage = 14.52, SD = 1.08岁，54.3 %男孩，45.7 %女孩)也执行执行功能任务。相关回归分析和调节回归分析的结果表明，青少年对父母惩罚性教养的感知与抑制效率低下显著相关，而与男孩无关。同样，父亲的奖励和母亲的惩罚方式显著地预测了只有女孩的抑制不准确。然而，所有这些适度分析的效应量都很低。青少年对父母养育的回报的看法同样与男孩和女孩的认知灵活性有关。研究结果表明，惩罚性的养育方式可能是青少年，尤其是女孩抑制的负面因素。相比之下，奖励父母对女孩和男孩的认知灵活性都是一个保护因素。

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引用次数: 0

The Ebbinghaus illusion revisited: Behavioral shift in task-solving between 4-year-olds, 6-year-olds, and adolescents 重新审视艾宾浩斯错觉：4岁、6岁和青少年在任务解决方面的行为转变

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-04-01 Epub Date: 2025-02-05 DOI: 10.1016/j.cogdev.2025.101555

Cornelia Schulze , David Buttelmann

Visual context influences humans’ interpretation of stimuli. The Ebbinghaus illusion demonstrates how physical context cues can lead to distorted perceptions. Prior studies on young children’s context-sensitivity leave it open whether older age groups are indeed more susceptible to visual illusions than younger ones or whether young children use different mechanisms when solving this task. This study addresses these questions by investigating 4-year-olds’ (n = 41), 6-year-olds’ (n = 46), and adolescents’ (n = 66) performance in an Ebbinghaus illusion task. We especially focused on 4-year-olds’ performance, including a novel control condition, to help disentangle the non-expected findings from previous studies. The results replicated previous findings of a developmental increase in context-sensitivity in the Ebbinghaus task. However, there was a behavioral shift in task-solving between 4- and 6-year-olds. While younger children appeared to rely on a heuristic, evaluating the whole area covered by the target and the context cues, 6-year-olds and adolescents were influenced by the illusion. These findings suggest that novel paradigms are needed to test 4-year-olds’ sensitivity to physical context cues.

视觉环境影响人类对刺激的解释。艾宾浩斯错觉展示了物理环境线索如何导致扭曲的感知。先前关于幼儿情境敏感性的研究没有揭示年龄较大的群体是否确实比年幼的群体更容易受到视觉错觉的影响，或者年幼的孩子在解决这个问题时是否使用不同的机制。本研究通过调查4岁儿童（n = 41）、6岁儿童（n = 46）和青少年（n = 66）在艾宾浩斯幻觉任务中的表现来解决这些问题。我们特别关注4岁儿童的表现，包括一个新的控制条件，以帮助解开以前研究中意想不到的发现。结果重复了先前的发现，即在艾宾浩斯任务中，语境敏感性的发展增加。然而，4到6岁的孩子在解决任务方面有行为上的转变。年幼的孩子似乎依赖于启发式，评估目标和上下文线索所覆盖的整个区域，而6岁的孩子和青少年则受到错觉的影响。这些发现表明，需要新的范式来测试4岁儿童对物理环境线索的敏感性。

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引用次数: 0

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 Epub Date: 2025-05-29 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

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 Epub Date: 2025-04-16 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

The relationship between executive functions and early numerical skills: A study on three- and four-year-old preschoolers 执行功能与早期数字技能的关系：对三、四岁学龄前儿童的研究

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-04-01 Epub Date: 2025-03-15 DOI: 10.1016/j.cogdev.2025.101568

Giorgia Morosini, Alessandro Cuder, Chiara De Vita, Maria Chiara Passolunghi, Sandra Pellizzoni

Numerical abilities are crucial in numerate societies, which is why it is important to observe their development early in childhood. The aim of the present study was to investigate the interplay between domain-general (i.e., executive functions) and domain-specific precursors in predicting the development of cardinality understanding in early preschool. In this context, we also examined children’s finger use in pointing and touching behaviors, an aspect understudied compared to finger use to represent quantities. A sample of preschool children from the first and second years of preschool (M_age= 3 years, 7 months; SD = 6 months; months range: 36 – 58; females = 49; males = 51) took part in the study. All participants were evaluated in domain-general and domain-specific precursors. We analyzed the data using a mediation model with visuospatial working memory and inhibition skills as focal variables, verbal counting, enumeration, and finger use as mediating variables, and cardinality understanding as dependent variable. Data show a direct effect of executive functions on early numerical abilities, i.e., counting and enumeration. These latter two specific precursors have an effect on cardinality understanding. Furthermore, data indicate no correlation between inhibition and finger use and a negative correlation between visuospatial working memory and finger use. Data are discussed from both a theoretical and educational perspective, highlighting the role of general cognitive and domain-specific precursors of math abilities with the possibility of observing early signals for the development of specific numerical difficulties.

在数字社会中，计算能力是至关重要的，这就是为什么在儿童早期观察它们的发展是很重要的。本研究的目的是探讨一般领域（即执行功能）和特定领域前体在预测学龄前儿童基数理解发展中的相互作用。在这种情况下，我们还研究了儿童在指和触摸行为中的手指使用，这是一个与用手指表示数量相比研究不足的方面。一、二年级学龄前儿童样本(Mage= 3岁7个月；SD = 6个月；月份范围：36 - 58；女性= 49;男性= 51)参与了这项研究。所有的参与者都在一般领域和特定领域的前体中被评估。我们以视觉空间工作记忆和抑制技能为焦点变量，语言计数、计数和手指使用为中介变量，基数理解为因变量，采用中介模型对数据进行分析。数据显示，执行功能对早期的数字能力，即计数和枚举有直接影响。后两个特定的前体对基数理解有影响。此外，数据表明抑制与手指使用之间没有相关性，视觉空间工作记忆与手指使用之间呈负相关。从理论和教育的角度对数据进行了讨论，强调了数学能力的一般认知和特定领域前兆的作用，以及观察特定数值困难发展的早期信号的可能性。

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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 Epub Date: 2025-04-25 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

Exploring the nature of multilingual input to infants in multiple caregiver families in an African city: The case of Accra (Ghana) 探索非洲城市多名照顾者家庭中婴儿多语言输入的本质：以加纳阿克拉为例

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-04-01 Epub Date: 2025-02-21 DOI: 10.1016/j.cogdev.2025.101558

Paul Okyere Omane , Titia Benders , Natalie Boll-Avetisyan

Examining the language input experiences of infants growing up in multilingual African environments is essential to understanding their language acquisition. We explored the language input to 3;0–12;0-month-old infants (N = 121) in Ghana (Sub-Saharan Africa), a non-Western and less-economically rich social context and highly multilingual country. Data collection involved an interview assessment, followed by caregivers completing a 12-hour logbook to indicate the languages their child heard over a day. Results demonstrated consistency of the infant's language exposure across both input measurement tools, suggesting their reliability. Results revealed that Ghanaian infants are raised multilingually, exposed to between two and six languages, and engage with between two and six regular input providers. There was no evidence for associations of age with number of languages or regular input providers. Analyses of the relative amount of input in Ghanaian English, Akan, Ewe, and Ga, revealed that infants receive less direct than indirect input in Ghanaian English, with no such difference observed in Akan, Ewe, Ga, and no evidence of age effects. These findings shed light on the language environment and input to African infants raised in multilingual societies, highlighting the impact of social and cultural contexts on linguistic input. We conclude with reflections on studying infants in non-Western, less-economically Rich social contexts in multilingual Africa.

研究在非洲多语言环境中长大的婴儿的语言输入经验对于理解他们的语言习得至关重要。我们探索了加纳（撒哈拉以南非洲）3 - 12个月大的婴儿（N = 121）的语言输入，这是一个非西方、经济不发达的社会环境和高度多语言的国家。数据收集包括访谈评估，随后由看护人完成一份12小时日志，记录孩子一天听到的语言。结果显示婴儿的语言暴露在两种输入测量工具之间的一致性，表明它们的可靠性。结果显示，加纳婴儿在多语言环境中长大，接触到两到六种语言，并与两到六个常规输入提供者接触。没有证据表明年龄与语言数量或常规输入提供者有关。对加纳英语、阿坎语、埃韦语和加纳语相对输入量的分析显示，婴儿在加纳英语中获得的直接输入比间接输入少，在阿坎语、埃韦语和加纳语中没有观察到这种差异，也没有年龄影响的证据。这些发现揭示了在多语言社会中长大的非洲婴儿的语言环境和输入，突出了社会和文化背景对语言输入的影响。最后，我们反思了在多语言非洲的非西方、经济不太富裕的社会背景下研究婴儿。

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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 Epub Date: 2025-05-09 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

Metacognitive monitoring in early elementary school-aged children: Task dependency in monitoring judgments, task consistency in monitoring behaviours 小学早期儿童元认知监测：监测判断中的任务依赖，监测行为中的任务一致性

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-04-01 Epub Date: 2025-02-27 DOI: 10.1016/j.cogdev.2025.101561

Janina Eberhart , Kou Murayama , Michiko Sakaki , Donna Bryce

Children’s metacognitive monitoring is typically considered as a domain general skill that can be applied in different tasks and situations. However, this assumption lacks empirical evidence as few studies tested whether children’s accuracy of monitoring judgments as well as their monitoring behaviours are consistent across tasks. It is also not clear if children who provide more accurate monitoring judgments also show more frequent monitoring behaviours. In the current research study 53 elementary school children’s metacognitive monitoring was assessed with four tasks: on the one hand, the accuracy of children’s monitoring judgments was assessed with two computer-based tasks (one task required monitoring of memory and the other task required monitoring of reaction times); on the other hand, the frequency with which they engaged in monitoring behaviours was assessed with two construction tasks. Correlational analysis showed that there was no significant association between children’s monitoring judgment accuracies. In turn, children’s monitoring behaviour on two construction tasks was significantly positively associated. Intercorrelations between children’s monitoring judgment accuracies and monitoring behaviours showed that children who more accurately monitored their reaction time showed significantly more monitoring behaviour when working on construction tasks. Conversely, children’s monitoring judgment accuracy on a memory task was not significantly associated with their monitoring behaviour. These findings suggest that the processes underlying children’s monitoring judgments may be task specific, whereas their tendency to engage in monitoring behaviours may be domain general. Implications for promoting metacognitive monitoring are discussed.

儿童元认知监测通常被认为是一种可以应用于不同任务和情境的领域通用技能。然而，这一假设缺乏经验证据，因为很少有研究测试儿童监测判断的准确性以及他们的监测行为在不同任务中是否一致。提供更准确的监测判断的儿童是否也表现出更频繁的监测行为，这一点也不清楚。本研究采用四项任务对53名小学生的元认知监测进行了评估：一方面，通过两个基于计算机的任务（一个任务需要监测记忆，另一个任务需要监测反应时间）来评估儿童监测判断的准确性；另一方面，他们参与监测行为的频率是通过两个建设任务来评估的。相关分析显示，儿童监测判断准确率之间无显著相关。反过来，儿童对两个建筑任务的监测行为显着正相关。儿童监测判断准确性与监测行为之间的相互关系表明，监测反应时间越准确的儿童在施工任务中表现出更多的监测行为。相反，儿童在记忆任务中的监控判断准确性与他们的监控行为没有显著相关。这些发现表明，儿童监控判断背后的过程可能是特定任务的，而他们参与监控行为的倾向可能是领域一般的。讨论了促进元认知监测的意义。

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引用次数: 0