Cognitive Development最新文献_第8页

Executive functions development: A longitudinal study of children from kindergarten to third grade across varied socioeconomic backgrounds 执行功能发展：对不同社会经济背景下幼儿园至三年级儿童的纵向研究

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101576

Talya Raz, Shelley Shaul

This longitudinal study explores the developmental trajectories of executive functions (EFs) in children from kindergarten to third grade, considering diverse socioeconomic statuses (SES). EFs, which include working memory (WM), cognitive flexibility, and inhibition, play a pivotal role in children's academic and social success. This research aims to understand how EFs evolve, their relationship with SES, and the potential impact of schooling. Data from participants of different SES backgrounds were collected at three time points: kindergarten, first grade, and third grade. A battery of EF tasks was administered individually to assess different facets of EFs. Findings reveal distinct developmental patterns across EF components and SES groups. WM both auditory and visual exhibited significant improvements from kindergarten to third grade across all SES backgrounds, which demonstrated considerable enhancements, showcasing the maturation of memory capacity in children as they grow. SES exhibited a multifaceted relationship with EF development. Low SES children displayed lower performance in all EF masseurs except visual working memory. While schooling did not decrease the SES gaps in most abilities except for auditory short-term memory in which the gaps were eliminated, the gaps in inhibition were increased. These findings hold implications for educational policies promoting EFs, reducing disparities, and fostering equitable opportunities for all students.

本研究探讨了不同社会经济地位（SES）儿童从幼儿园到三年级执行功能（EFs）的发展轨迹。ef包括工作记忆（WM）、认知灵活性和抑制，在儿童的学业和社会成功中起着关键作用。本研究旨在了解情感体验是如何演变的，它们与社会经济地位的关系，以及学校教育的潜在影响。在幼儿园、一年级和三年级三个时间点收集不同社会经济地位背景的被试的数据。一组EF任务被单独管理，以评估EF的不同方面。研究结果揭示了EF成分和SES群体之间不同的发育模式。在所有社会经济地位背景下，从幼儿园到三年级，儿童的听觉和视觉记忆能力都有了显著的提高，这表明儿童的记忆能力随着年龄的增长而成熟。SES与EF的发展表现出多方面的关系。除了视觉工作记忆外，低SES儿童在所有EF按摩师的表现都较低。虽然学校教育并没有减少大多数能力的社会经济地位差距，但听觉短期记忆的差距被消除了，抑制的差距增加了。这些研究结果对教育政策的制定具有启示意义，可以促进EFs，减少差异，为所有学生创造公平的机会。

{"title":"Executive functions development: A longitudinal study of children from kindergarten to third grade across varied socioeconomic backgrounds","authors":"Talya Raz, Shelley Shaul","doi":"10.1016/j.cogdev.2025.101576","DOIUrl":"10.1016/j.cogdev.2025.101576","url":null,"abstract":"<div><div>This longitudinal study explores the developmental trajectories of executive functions (EFs) in children from kindergarten to third grade, considering diverse socioeconomic statuses (SES). EFs, which include working memory (WM), cognitive flexibility, and inhibition, play a pivotal role in children's academic and social success. This research aims to understand how EFs evolve, their relationship with SES, and the potential impact of schooling. Data from participants of different SES backgrounds were collected at three time points: kindergarten, first grade, and third grade. A battery of EF tasks was administered individually to assess different facets of EFs. Findings reveal distinct developmental patterns across EF components and SES groups. WM both auditory and visual exhibited significant improvements from kindergarten to third grade across all SES backgrounds, which demonstrated considerable enhancements, showcasing the maturation of memory capacity in children as they grow. SES exhibited a multifaceted relationship with EF development. Low SES children displayed lower performance in all EF masseurs except visual working memory. While schooling did not decrease the SES gaps in most abilities except for auditory short-term memory in which the gaps were eliminated, the gaps in inhibition were increased. These findings hold implications for educational policies promoting EFs, reducing disparities, and fostering equitable opportunities for all students.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101576"},"PeriodicalIF":1.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143791296","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}

引用次数: 0

Manual reach tracking reveals distinct inhibitory processes in children’s and adults’ inferences about belief 手触追踪揭示了儿童和成人在信念推理中的明显抑制过程

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-04-01 DOI: 10.1016/j.cogdev.2025.101580

David M. Sobel , David G. Kamper , Joo-Hyun Song

Numerous studies suggest that there are relations between children’s developing inhibitory control and their ability to make inferences about others’ false beliefs. The present study examined how 4- to 6-year-olds (46 girls, 27 boys, 73 % White, 7 % Black, 16 % Asian, 4 % Hispanic) and adults (15 female, 10 male) in the Northeastern United States inferred others’ belief states while tracking their reaching movements in 3D space over time. This approach allowed us to separate the inhibitory resources needed for detecting conflict in decision-making options (measured through latency to reach) from those needed for resolving the conflict to make a response (measured through the maximal deviance in the curvature of their reach). We found no differences in the inhibitory process involved in the detection of conflict when children or adults were asked to make inferences about true or false beliefs. We did find a significant interaction regarding the inhibitory process involved in resolving conflict: As children’s understanding of theory of mind improved, they were more adult-like, requiring fewer conflict resolution resources to respond correctly to false belief trials. Responding correctly to a false belief inference involves a similar monitoring process as responding correctly to a true belief inference, but a different conflict resolution process, which was related to children’s developing theory of mind.

大量研究表明，儿童抑制控制的发展与他们推断他人错误信念的能力之间存在关系。目前的研究调查了美国东北部的4- 6岁儿童（46名女孩，27名男孩，73% 白人，7% 黑人，16% 亚洲人，4% 西班牙人）和成年人（15名女性，10名男性）如何通过跟踪他们在三维空间中的动作来推断他人的信念状态。这种方法使我们能够将决策选择中检测冲突所需的抑制资源（通过到达延迟来衡量）与解决冲突以做出反应所需的抑制资源（通过到达曲率的最大偏差来衡量）分开。我们发现，当儿童或成人被要求对正确或错误的信念进行推断时，在检测冲突的抑制过程中没有差异。在解决冲突的抑制过程中，我们确实发现了显著的相互作用：随着儿童对心智理论理解的提高，他们更像成年人，需要更少的冲突解决资源来正确应对错误信念试验。对错误信念推理的正确反应与对正确信念推理的正确反应涉及类似的监控过程，但冲突解决过程不同，这与儿童心理理论的发展有关。

{"title":"Manual reach tracking reveals distinct inhibitory processes in children’s and adults’ inferences about belief","authors":"David M. Sobel , David G. Kamper , Joo-Hyun Song","doi":"10.1016/j.cogdev.2025.101580","DOIUrl":"10.1016/j.cogdev.2025.101580","url":null,"abstract":"<div><div>Numerous studies suggest that there are relations between children’s developing inhibitory control and their ability to make inferences about others’ false beliefs. The present study examined how 4- to 6-year-olds (46 girls, 27 boys, 73 % White, 7 % Black, 16 % Asian, 4 % Hispanic) and adults (15 female, 10 male) in the Northeastern United States inferred others’ belief states while tracking their reaching movements in 3D space over time. This approach allowed us to separate the inhibitory resources needed for detecting conflict in decision-making options (measured through latency to reach) from those needed for resolving the conflict to make a response (measured through the maximal deviance in the curvature of their reach). We found no differences in the inhibitory process involved in the detection of conflict when children or adults were asked to make inferences about true or false beliefs. We did find a significant interaction regarding the inhibitory process involved in resolving conflict: As children’s understanding of theory of mind improved, they were more adult-like, requiring fewer conflict resolution resources to respond correctly to false belief trials. Responding correctly to a false belief inference involves a similar monitoring process as responding correctly to a true belief inference, but a different conflict resolution process, which was related to children’s developing theory of mind.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101580"},"PeriodicalIF":1.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143942403","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

Using numbers strategically: Proportional reasoning induces wealth in-group bias in an equity task 策略性地使用数字：比例推理在公平任务中引起财富内群体偏见

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-03-28 DOI: 10.1016/j.cogdev.2025.101572

Nadia Chernyak , Taylor Ashqar

Prior work in cognitive development has shown a strong association between our numerical cognition abilities and our abilities to engage in equity-based social evaluation. At the same time, work in social development has found that children generally prefer wealthier others and prefer in-group members. Integrating these two perspectives, we investigated whether children’s developing proportional reasoning skills might help overcome their in-group preferences, or alternatively, to enact them. In a social evaluation task (modeled after McCrink et al., 2010), 4–8-year-olds viewed a series of characters with different resource constraints (e.g., one character had 2 cookies and another had 6), each of whom then shared a proportion of their resources with a friend (e.g., one character shared 1/2 of his cookies while another shared 2/6). Children were then asked to make a series of social evaluations about the characters. We also assessed children’s proportional reasoning skills, cognitive control, and subjective social status. Children’s proportional reasoning skills prompted them to select their wealth-ingroup members: High-income children were more likely to select the richer participant if they had high proportional reasoning skills, whereas low-income children were more likely to select the poorer participant if they had high proportional reasoning skills. Results suggest that proportional reasoning abilities help enact strategic in-group bias.

先前的认知发展研究表明，我们的数字认知能力和我们参与基于公平的社会评价的能力之间存在很强的联系。与此同时，社会发展方面的研究发现，孩子们通常更喜欢更富有的人，更喜欢群体内的成员。结合这两种观点，我们调查了儿童发展比例推理技能是否有助于克服他们的群体内偏好，或者，制定他们。在一项社会评估任务中（模仿McCrink et al., 2010）， 4 - 8岁的孩子观看一系列具有不同资源约束的角色（例如，一个角色有2个饼干，另一个有6个），然后每个角色与朋友分享一定比例的资源（例如，一个角色分享他的1/2饼干，而另一个角色分享2/6饼干）。然后，孩子们被要求对这些人物做出一系列的社会评价。我们还评估了儿童的比例推理技能、认知控制和主观社会地位。孩子们的比例推理能力促使他们选择他们的财富组成员：高收入的孩子更有可能选择富有的参与者，如果他们有高比例推理能力，而低收入的孩子更有可能选择贫穷的参与者，如果他们有高比例推理能力。结果表明，比例推理能力有助于制定战略群体内偏见。

{"title":"Using numbers strategically: Proportional reasoning induces wealth in-group bias in an equity task","authors":"Nadia Chernyak , Taylor Ashqar","doi":"10.1016/j.cogdev.2025.101572","DOIUrl":"10.1016/j.cogdev.2025.101572","url":null,"abstract":"<div><div>Prior work in cognitive development has shown a strong association between our numerical cognition abilities and our abilities to engage in equity-based social evaluation. At the same time, work in social development has found that children generally prefer wealthier others and prefer in-group members. Integrating these two perspectives, we investigated whether children’s developing proportional reasoning skills might help <em>overcome</em> their in-group preferences, or alternatively, to <em>enact</em> them. In a social evaluation task (modeled after McCrink et al., 2010), 4–8-year-olds viewed a series of characters with different resource constraints (e.g., one character had 2 cookies and another had 6), each of whom then shared a proportion of their resources with a friend (e.g., one character shared 1/2 of his cookies while another shared 2/6). Children were then asked to make a series of social evaluations about the characters. We also assessed children’s proportional reasoning skills, cognitive control, and subjective social status. Children’s proportional reasoning skills prompted them to select their wealth-ingroup members: High-income children were more likely to select the richer participant if they had high proportional reasoning skills, whereas low-income children were more likely to select the poorer participant if they had high proportional reasoning skills. Results suggest that proportional reasoning abilities help enact strategic in-group bias.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101572"},"PeriodicalIF":1.8,"publicationDate":"2025-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143724505","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}

引用次数: 0

The development of disability and foreignness concepts: A comparative approach 残疾和 "陌生化 "概念的发展：比较方法

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-03-26 DOI: 10.1016/j.cogdev.2025.101570

Netanel Y. Weinstein , Samuel Heilenbach , Megan Oshiro , Dare A. Baldwin

Children with disabilities are at particular risk for peer rejection but little is known about the conceptual basis underlying such stigmatization. Here, we assessed North American children’s (aggregate sample: n = 156, Mage = 5.65, SD = 1.6, range = 3:9; filtered sample: n = 64, Mage = 6.25, SD = 1.4, range = 3:9) developing disability-related concepts through the lens of comparison with another dimension of individual difference that is often evident in speech and appearance: foreignness. We observed developmental change in children’s tendency to distinguish cues to disability versus foreignness but limited evidence of peer rejection, and no measurable developmental change in that regard. Furthermore, perceptions of reduced physical competence and enhanced dependence were generally not predictive of stigma towards targets with a disability. These findings hold potential to inform development of empirically oriented interventions to reduce the expression of disability prejudice in childhood.

残疾儿童受到同伴排斥的风险特别大，但人们对这种污名化背后的概念基础知之甚少。在这里，我们评估了北美儿童(总样本：n = 156,Mage = 5.65, SD = 1.6, range = 3:9；筛选样本：n = 64,Mage = 6.25, SD = 1.4, range = 3:9)通过比较个体差异的另一个维度（通常在言语和外表上很明显）来发展与残疾相关的概念：外来性。我们观察到儿童倾向于区分残疾和外来线索的发展变化，但同伴排斥的证据有限，在这方面没有可测量的发展变化。此外，身体能力下降和依赖性增强的感知通常不能预测对残疾目标的污名。这些发现有可能为开发以经验为导向的干预措施提供信息，以减少儿童时期残疾偏见的表达。

引用次数: 0

Children’s developing disability concepts: A review and recommendations for continued research 儿童发展中的残疾概念：综述和对继续研究的建议

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-03-25 DOI: 10.1016/j.cogdev.2025.101566

Nicolette Granata, Jonathan D. Lane

Concepts of persons with disabilities, the largest minority group in the United States, have received little attention in psychological science. Yet, such work can have significant societal and scientific implications. In this paper, we review three areas in which research on children’s developing concepts of disabilities is especially promising, including research on concepts of human abilities and biology, impressions and evaluations of behavior, and social essentialism. We introduce and describe traditional research in each of these areas, then describe and integrate work on concepts of disability that contributes uniquely and impactfully to these areas. Along the way, we pose questions and future directions for studies of disability concepts, which we hope will inspire continued work on these topics for decades to come.

作为美国最大的少数群体，残疾人的概念在心理科学中很少受到关注。然而，这样的工作可能具有重大的社会和科学意义。在本文中，我们回顾了儿童残疾发展概念研究的三个特别有前途的领域，包括人类能力和生物学概念的研究，行为的印象和评价，以及社会本质主义。我们介绍和描述了这些领域的传统研究，然后描述和整合了对这些领域有独特和有影响力的残疾概念的工作。在此过程中，我们为残疾概念的研究提出了问题和未来的方向，我们希望这将在未来几十年激发这些主题的继续工作。

引用次数: 0

Does the experimenter presence impact children’s working memory? 实验者在场是否影响儿童的工作记忆？

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-03-19 DOI: 10.1016/j.cogdev.2025.101569

Valérie Camos , Stéphanie Mariz Elsig , Yagmur Öncü , Marion Wohlhauser , Clément Belletier

The literature on audience effect shows that the presence of even a single person is enough to undermine performance in tasks relying on executive functions. This detrimental effect would result from the automatic capture of attention. Despite evidence in adults, investigations are still lacking in children. Here, we tested for the first time whether the common situation in psychology research to have an experimenter present at testing may impact children’s working memory (WM). According to the attentional capture hypothesis, and in line with adults’ findings, an experimenter presence effect should be observed when children use attention for WM maintenance, that is after the age of 7, and younger children should be immune to this effect. The experimenter presence was manipulated in a complex span task in which children memorised names of pictures or letters while naming colours of smileys aloud. Across three experiments, we varied the age of our participants (5, 8 and 11), the memory test (recognition and serial recall), and the difficulty of the secondary task by changing the speed of the presentation of the smileys. Despite these variations, results were congruent across experiments. As expected, the presence of an experimenter did not affect performance in 5-year-olds. However, contrary to the predictions based on attentional capture hypothesis, performance in older children was similar across conditions, with evidence in favour of the absence of interaction between age and presence condition, despite the expected better performance in older compared to younger children. These results departed from what was observed in adults and have implications for understanding the audience effect.

关于听众效应的文献表明，在依赖执行功能的任务中，即使只有一个人在场，也足以破坏表现。这种有害的影响是由注意力的自动捕获造成的。尽管在成人中有证据，但在儿童中仍缺乏调查。本研究首次测试了心理学研究中有实验者在场的常见情况是否会影响儿童的工作记忆（WM）。根据注意捕获假说，并与成人的研究结果一致，当儿童在7岁以后使用注意力来维持WM时，应该观察到实验者在场效应，而更小的儿童应该对这种效应免疫。在一个复杂的跨度任务中，实验者的存在被操纵，在这个任务中，孩子们一边背诵图片或字母的名字，一边大声说出笑脸符号的颜色。在三个实验中，我们改变了参与者的年龄（5岁、8岁和11岁）、记忆测试（识别和连续回忆），以及通过改变微笑符号呈现的速度来改变次要任务的难度。尽管存在这些差异，但实验结果是一致的。正如预期的那样，实验者的存在并不影响5岁儿童的表现。然而，与基于注意力捕获假说的预测相反，年龄较大的儿童在不同条件下的表现是相似的，有证据表明年龄和存在条件之间没有相互作用，尽管预期年龄较大的儿童比年幼的儿童表现更好。这些结果与在成人中观察到的结果不同，对理解观众效应具有启示意义。

{"title":"Does the experimenter presence impact children’s working memory?","authors":"Valérie Camos , Stéphanie Mariz Elsig , Yagmur Öncü , Marion Wohlhauser , Clément Belletier","doi":"10.1016/j.cogdev.2025.101569","DOIUrl":"10.1016/j.cogdev.2025.101569","url":null,"abstract":"<div><div>The literature on audience effect shows that the presence of even a single person is enough to undermine performance in tasks relying on executive functions. This detrimental effect would result from the automatic capture of attention. Despite evidence in adults, investigations are still lacking in children. Here, we tested for the first time whether the common situation in psychology research to have an experimenter present at testing may impact children’s working memory (WM). According to the attentional capture hypothesis, and in line with adults’ findings, an experimenter presence effect should be observed when children use attention for WM maintenance, that is after the age of 7, and younger children should be immune to this effect. The experimenter presence was manipulated in a complex span task in which children memorised names of pictures or letters while naming colours of smileys aloud. Across three experiments, we varied the age of our participants (5, 8 and 11), the memory test (recognition and serial recall), and the difficulty of the secondary task by changing the speed of the presentation of the smileys. Despite these variations, results were congruent across experiments. As expected, the presence of an experimenter did not affect performance in 5-year-olds. However, contrary to the predictions based on attentional capture hypothesis, performance in older children was similar across conditions, with evidence in favour of the absence of interaction between age and presence condition, despite the expected better performance in older compared to younger children. These results departed from what was observed in adults and have implications for understanding the audience effect.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101569"},"PeriodicalIF":1.8,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143685196","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}

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 : 2025-03-15 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。

{"title":"The relationship between executive functions and early numerical skills: A study on three- and four-year-old preschoolers","authors":"Giorgia Morosini, Alessandro Cuder, Chiara De Vita, Maria Chiara Passolunghi, Sandra Pellizzoni","doi":"10.1016/j.cogdev.2025.101568","DOIUrl":"10.1016/j.cogdev.2025.101568","url":null,"abstract":"<div><div>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<sub>age</sub>= 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.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101568"},"PeriodicalIF":1.8,"publicationDate":"2025-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143628710","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}

引用次数: 0

The impact of well-being on self-confidence: The mediating role of soft skills among adolescents 幸福感对自信的影响：软技能在青少年中的中介作用

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-03-15 DOI: 10.1016/j.cogdev.2025.101567

Lisbeth Laora Silitonga , Sahat Maruli , Haholongan Simanjuntak

This study explores the relationships between well-being, soft skills, and self-confidence among adolescents, with a focus on the mediating role of soft skills. A total of 200 vocational high school students in Indonesia were recruited from a school selected for its commitment to educational innovation and diverse student population. Participants were voluntarily enrolled based on specific inclusion criteria, and informed consent was obtained prior to participation. Data were collected using the EPOCH Measure of Adolescent Well-being, a reflection instrument for soft skills, and a novel measure of academic self-confidence. Results indicated that higher well-being is associated with enhanced soft skills and self-confidence, with perseverance emerging as a key factor. Structural equation modeling revealed that soft skills, particularly time management and analytical thinking, partially mediated the relationship between well-being and self-confidence. These findings underscore the importance of integrating well-being and soft skills development into educational curricula to support adolescent growth. Further research is needed to explore additional influencing factors and validate these findings across diverse populations.

本研究探讨了青少年幸福感、软技能和自信心之间的关系，重点研究了软技能的中介作用。印度尼西亚共有200名职业高中学生从一所致力于教育创新和学生群体多样化的学校中招募。参与者根据特定的纳入标准自愿入组，并在参与前获得知情同意。数据收集使用EPOCH青少年幸福感测量，软技能的反映工具，和学术自信的新测量。结果表明，更高的幸福感与增强的软技能和自信心有关，而毅力是一个关键因素。结构方程模型显示，软技能，特别是时间管理和分析思维，部分中介幸福感和自信之间的关系。这些发现强调了将幸福感和软技能发展纳入教育课程以支持青少年成长的重要性。需要进一步的研究来探索其他的影响因素，并在不同的人群中验证这些发现。

{"title":"The impact of well-being on self-confidence: The mediating role of soft skills among adolescents","authors":"Lisbeth Laora Silitonga , Sahat Maruli , Haholongan Simanjuntak","doi":"10.1016/j.cogdev.2025.101567","DOIUrl":"10.1016/j.cogdev.2025.101567","url":null,"abstract":"<div><div>This study explores the relationships between well-being, soft skills, and self-confidence among adolescents, with a focus on the mediating role of soft skills. A total of 200 vocational high school students in Indonesia were recruited from a school selected for its commitment to educational innovation and diverse student population. Participants were voluntarily enrolled based on specific inclusion criteria, and informed consent was obtained prior to participation. Data were collected using the EPOCH Measure of Adolescent Well-being, a reflection instrument for soft skills, and a novel measure of academic self-confidence. Results indicated that higher well-being is associated with enhanced soft skills and self-confidence, with perseverance emerging as a key factor. Structural equation modeling revealed that soft skills, particularly time management and analytical thinking, partially mediated the relationship between well-being and self-confidence. These findings underscore the importance of integrating well-being and soft skills development into educational curricula to support adolescent growth. Further research is needed to explore additional influencing factors and validate these findings across diverse populations.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101567"},"PeriodicalIF":1.8,"publicationDate":"2025-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143628708","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

Arts education and its role in enhancing cognitive development: A quantitative study of critical thinking and creativity in higher education 艺术教育及其在促进认知发展中的作用：高等教育中批判性思维和创造力的定量研究

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-03-03 DOI: 10.1016/j.cogdev.2025.101544

Jian Li , Yufeng Qi

In recent years, the significance of arts education in enhancing cognitive growth and supporting academic success in higher education has gained increasing attention. However, there remains a need for empirical research to comprehensively examine the specific impact of arts education on critical thinking, creativity, communication skills, attention, and overall holistic development among college students. This study employs a quantitative approach to explore how arts education influences cognitive development and academic performance among college students. Utilizing a purposive sampling technique, participants were selected to represent diverse levels of engagement in arts education. The study gathered data using a structured questionnaire aimed at assessing students' involvement in arts education, cognitive growth, and academic achievement. Out of 456 questionnaires distributed, 410 were completed and deemed valid, yielding a response rate of around 90 %. Analysis of the collected data using SPSS software revealed significant associations between arts education and cognitive development. Specifically, results indicate a strong positive correlation between arts education and critical thinking skills, suggesting that active participation in arts-based activities fosters deeper analytical abilities among college students. Additionally, findings demonstrate that engagement in arts activities promotes creative problem-solving skills, enhancing students' adaptability and innovation in academic pursuits. Overall, this research provides novel evidence of the transformative potential of arts education in shaping well-rounded individuals capable of thriving in academic and creative pursuits, thereby informing educational practices and policies aimed at fostering holistic student development.

近年来，在高等教育中，艺术教育在促进认知成长和支持学业成功方面的意义越来越受到关注。然而，艺术教育对大学生批判性思维、创造力、沟通能力、注意力和整体发展的具体影响还需要实证研究来全面考察。本研究采用定量方法探讨艺术教育对大学生认知发展及学业表现的影响。利用有目的的抽样技术，参与者被选择代表不同程度的参与艺术教育。该研究使用结构化问卷收集数据，旨在评估学生参与艺术教育、认知成长和学业成就。在发放的456份问卷中，410份完成并被认为有效，回复率约为90% %。使用SPSS软件对收集的数据进行分析，发现艺术教育与认知发展之间存在显著关联。具体而言，研究结果表明，艺术教育与批判性思维技能之间存在很强的正相关关系，这表明积极参与艺术活动可以培养大学生更深入的分析能力。此外，研究结果显示，参与艺术活动可以提高学生解决问题的能力，增强学生在学术追求上的适应能力和创新能力。总的来说，这项研究提供了新的证据，证明艺术教育在塑造能够在学术和创造性追求中蓬勃发展的全面发展的个人方面具有变革潜力，从而为旨在促进学生全面发展的教育实践和政策提供信息。

{"title":"Arts education and its role in enhancing cognitive development: A quantitative study of critical thinking and creativity in higher education","authors":"Jian Li , Yufeng Qi","doi":"10.1016/j.cogdev.2025.101544","DOIUrl":"10.1016/j.cogdev.2025.101544","url":null,"abstract":"<div><div>In recent years, the significance of arts education in enhancing cognitive growth and supporting academic success in higher education has gained increasing attention. However, there remains a need for empirical research to comprehensively examine the specific impact of arts education on critical thinking, creativity, communication skills, attention, and overall holistic development among college students. This study employs a quantitative approach to explore how arts education influences cognitive development and academic performance among college students. Utilizing a purposive sampling technique, participants were selected to represent diverse levels of engagement in arts education. The study gathered data using a structured questionnaire aimed at assessing students' involvement in arts education, cognitive growth, and academic achievement. Out of 456 questionnaires distributed, 410 were completed and deemed valid, yielding a response rate of around 90 %. Analysis of the collected data using SPSS software revealed significant associations between arts education and cognitive development. Specifically, results indicate a strong positive correlation between arts education and critical thinking skills, suggesting that active participation in arts-based activities fosters deeper analytical abilities among college students. Additionally, findings demonstrate that engagement in arts activities promotes creative problem-solving skills, enhancing students' adaptability and innovation in academic pursuits. Overall, this research provides novel evidence of the transformative potential of arts education in shaping well-rounded individuals capable of thriving in academic and creative pursuits, thereby informing educational practices and policies aimed at fostering holistic student development.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":"74 ","pages":"Article 101544"},"PeriodicalIF":1.8,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143534922","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

Baby schema in clumsy movements: Attention bias to infant gait among preschoolers and adults 笨拙动作中的婴儿图式：学龄前儿童和成人对婴儿步态的注意偏向

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development

Pub Date : 2025-03-02 DOI: 10.1016/j.cogdev.2025.101565

Sayaka Kitada , Yuki Shimizu

Lorenz (1943) stated that infants possess unique features called baby schema. Most previous studies have examined the responses to infants’ faces, and very little is known about responses to the clumsy movements that are unique to infants. In this study, two experiments investigated baby schema responses to infants’ clumsy gait. Two- to five-year-olds and adults were presented with stimuli converted into Point-Light-Displays of walking videos of an infant, a preschooler, and an adult. Then, their attention bias to each stimulus was measured. The results suggested that (1) baby schema responses are seen toward motor movements and (2) the onset of baby schema responses to motor movements cannot be seen at ages 2–5 years. Infants’ clumsy movements attract the attention of people surrounding them, which may be adaptive in the sense that it averts danger to the infant and increases their chances of survival.

Lorenz（1943）认为婴儿具有独特的特征，称为婴儿图式。之前的大多数研究都考察了婴儿对面部表情的反应，而对婴儿特有的笨拙动作的反应知之甚少。在本研究中，两个实验探讨了婴儿对婴儿笨拙步态的图式反应。研究人员向两到五岁的儿童和成年人展示了转换成光点显示的刺激，其中包括婴儿、学龄前儿童和成年人的行走视频。然后，测量他们对每个刺激的注意偏差。结果表明：(1)婴儿对运动运动有图式反应，(2)婴儿对运动运动的图式反应在2 - 5岁时不出现。婴儿笨拙的动作吸引了周围人的注意，这可能是适应性的，因为它避免了对婴儿的危险，增加了他们的生存机会。

引用次数: 0