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Modeling the associations between socioeconomic risk factors, executive function components, and reading among children in rural Côte d’Ivoire Cogn. Dev. (IF 1.897) Pub Date : 2024-03-13 Faryal Khan, Brooke Wortsman, Hannah L. Whitehead, Joelle Hannon, Medha Aurora, Michael J. Sulik, Fabrice Tanoh, Hermann Akpe, Amy Ogan, Jelena Obradović, Kaja K. Jasińska
Executive Functions (inhibitory control, cognitive flexibility and working memory) mediate the relationship between socioeconomic status and reading. However, little is known of the roles of individual executive functioning components in mediating the socioeconomic-reading achievement gap, especially in low- and middle-income countries. In Côte d’Ivoire, children experience many socioeconomic disadvantages
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The relationships among working memory, inhibitory control, and mathematical skills in primary school children: Analogical reasoning matters Cogn. Dev. (IF 1.897) Pub Date : 2024-03-01 Yue Qi, Yinghe Chen, Xiao Yu, Xiujie Yang, Xinyi He, Xiaoyu Ma
The current study examined the mediating role of analogical reasoning in the relationships among working memory, inhibitory control, and children’s mathematical skills. Two hundred fifty-one students from first to third grades were tested on visual-spatial working memory, verbal working memory, inhibitory control, analogical reasoning, and different mathematical skills (i.e., symbolic number processing
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Children’s understanding of COVID-19: Acquiring knowledge about germs and contagion amidst a global pandemic Cogn. Dev. (IF 1.897) Pub Date : 2024-03-01 Amanda C. Brandone
This study aimed to shed light on the causal frameworks utilized by children (5-, 7-, and 9-year-olds; = 92) and adults ( = 30) to understand the transmission of COVID-19 during the COVID-19 pandemic. Participants’ use of two prominent causal frameworks was examined: (1) a mechanical framework appealing to germ transfer and internalization (e.g., “Breathing people’s air sends germs into your body”)
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Development of inhibitory control in Head Start children: Association with approaches to learning and academic outcomes in kindergarten Cogn. Dev. (IF 1.897) Pub Date : 2024-02-22 Amber Beisly, Shinyoung Jeon
Inhibitory control (IC) and Approaches to Learning (AtL) are two critical domain-general indicators of school readiness that develop rapidly in early childhood and are associated with children's academic outcomes. IC undergoes rapid developmental changes between the ages of 3 and 5, and more studies are needed to examine this change over time. AtL describes how children learn in a classroom, and as
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Barriers to inclusion: Incorporating the social model in the study of children’s understanding of disability Cogn. Dev. (IF 1.897) Pub Date : 2024-02-21 Zoe S. Robertson, Vikram K. Jaswal
How can we improve children’s attitudes toward and their treatment of disabled peers? One way is by targeting the model that non-disabled children hold about disability, which in Western cultures tends to be that the challenges disabled people face arise from intrinsic factors, or characteristics inherent to the individual (i.e., the medical model of disability). In this paper, we describe a model
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Cognitive factors contribute to the symbolic and the non-symbolic SNARC effects in children and adults Cogn. Dev. (IF 1.897) Pub Date : 2024-02-16 Yaxin Zhang, Xiao Yu, Yue Qi, Han Zhang, Jiaqian Xu, Yinghe Chen
The SNARC effect is a phenomenon in which the left hand reacts quickly to small numbers, and the right hand reacts quickly to large numbers. In this study, the symbolic and non-symbolic SNARC effects between 9-year-old children and adults were compared, and the cognitive mechanisms underlying these effects were examined in both groups. The findings indicate that children and adults exhibit significant
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To explore or exploit: Individual differences in preschool decision making Cogn. Dev. (IF 1.897) Pub Date : 2024-02-15 Nancy Garon, Ellen Doucet
Research suggests a pattern of moderate early exploration (shifting from deck to deck) followed by exploitation (consistent choice from advantageous decks) characterizes good decision makers. The main goal of the current study was to use a person centered (latent profile analysis) to explore individual differences in strategy use for preschoolers ( = 274) on a variant of the Iowa Gambling task (IGT)
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The use of fingers in addition: A longitudinal study in children from preschool to kindergarten Cogn. Dev. (IF 1.897) Pub Date : 2024-02-13 Marie Krenger, Catherine Thevenot
Previous research has established that finger counting in arithmetic positively correlates with accuracy in 5 ½ to 8-year-old children. Whether this relation also exists in younger children was unknown until the present study in which 172 children aged 4 ½ years ( = 56 months) were followed over one year across 3 sessions spaced 6 months apart. Initially, we observed 31 children who calculated on their
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The role of sharing and information type in children’s categorization of privileged and conventional information Cogn. Dev. (IF 1.897) Pub Date : 2024-02-09 Helana Girgis, Douglas A. Behrend
One domain that has not been thoroughly investigated is children’s ability to categorize information, specifically conventional (known to others, no restrictions on sharing) and privileged (not known to others, restrictions on sharing). In Study 1, 73 four- and five-year-olds and adults classified conventional and privileged information by how it is shared. All age groups accurately classified the
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Preschool children’s intuitions of parallelism Cogn. Dev. (IF 1.897) Pub Date : 2024-02-07 Shaojing Gao, Qingfen Hu, Yi Shao
Existing evidence has revealed that geometrical intuitions develop spontaneously without formal education. However, empirical research exploring the development of specific intuitive geometric concepts, such as parallelism, is still lacking. To explore preschoolers’ intuition of parallelism, one of the most fundamental concepts in geometry, a series of deviant-detection items were presented to 96 3-
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The development of relational language during early childhood: Comprehension and production of cardinal, ordinal, and spatial labels Cogn. Dev. (IF 1.897) Pub Date : 2024-02-02 Alycia M. Hund, Alexis R. Colwell
The goal was to specify the developmental trajectory of cardinal, ordinal, and spatial relational language comprehension and production. One hundred sixty-four 3-, 4-, and 5-year-old English-speaking children viewed a row of toy cars and were asked to place the appropriate car(s) into a toy garage based on the label provided (Give Me) or to produce the correct label for the specified car(s) (Tell Me)
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Variability in the relationship between parenting and executive functions: The role of environmental sensitivity Cogn. Dev. (IF 1.897) Pub Date : 2024-02-01 Niamh Oeri, Nora Tilda Kunz, Michael Pluess
Previous research suggests that children differ substantially in their sensitivity to positive and negative parenting qualities. In a Swiss sample of = 264 (: 6.0 years, 50.4% female, 15% migration background), we examined the interaction between parenting and children’s sensitivity on executive functions (EF). Results showed that EF performance tended to be higher for sensitive children whose parents
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Children’s and adults’ thinking about autism spectrum disorder: Conceptualizations, dehumanization, and willingness for inclusion Cogn. Dev. (IF 1.897) Pub Date : 2024-01-26 Bethany Corbett, Tara Anderson, Jocelyn Dautel
Participants were 82 children aged 9–11 and 169 adults aged 18–65, majority White European; data were collected in Northern Ireland between January and June 2022. Children’s awareness of autism was assessed by asking what they know about autism. Children and adults also judged the extent to which a hypothetical autistic peer had capacity for mental experiences (emotions and personality traits). Emotions
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Rational number representation, math anxiety, and algebra performance in college students Cogn. Dev. (IF 1.897) Pub Date : 2024-01-25 Sangmi Park, Alena G. Esposito
Understanding the magnitude of rational numbers is crucial for mathematical development. However, children do not readily integrate the quantity of fractions and decimals and are even less likely to show a linear representation of fractions and decimals. Thus, the current study examined whether college-aged individuals show spontaneous quantity integration across distinct notations of rational numbers
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Self-derivation through memory integration: a longitudinal examination of performance and relations with academic achievements in elementary classrooms Cogn. Dev. (IF 1.897) Pub Date : 2024-01-16 Alena G. Esposito, Patricia J. Bauer
Self-derivation through memory integration is the cognitive process of generating new knowledge by integrating individual facts. Across two studies, we longitudinally examined developmental change, individual stability, and relations with academic performance in a diverse agricultural community. We documented children’s self-derivation in their classrooms and examined the relation with self-derivation
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Non-numerical features fail to predict numerical performance in real-world stimuli Cogn. Dev. (IF 1.897) Pub Date : 2024-01-12 Emily M. Sanford, Justin Halberda
It has been proposed that humans use non-numerical features (such as convex hull and surface area) to estimate the number of objects in a scene. This would be an evolutionarily advantageous strategy if such features truly patterned with number in the world, but this has never been empirically tested. Here, we quantify the strength of the relationship between number and non-numerical features in two
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Preschoolers’ ability to build inferences about a film protagonist’s emotional state Cogn. Dev. (IF 1.897) Pub Date : 2024-01-04 Marie Sophie Hunze, Franziska Freudenberger, Yvonne Gerigk, Gerhild Nieding, Peter Ohler, Anna-Katharina Diergarten
In this study, we investigated whether preschool children can draw inferences about the emotional state of a film protagonist. A sample of 59 children aged 4 and 5 watched 20 scenes from a television show. Their ability to understand the protagonist’s emotional states was assessed using a reaction time task. Media sign literacy, theory of mind abilities, and the general understanding of the scenes
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Influences of social and non-social rewards on cognitive control in childhood Cogn. Dev. (IF 1.897) Pub Date : 2024-01-03 Xiaoyu Jin, Da Zhang, Nicolas Chevalier
The modulation of cognitive control by rewards has long been discussed, but there is scarce evidence of how social and non-social rewards influence cognitive control in childhood, especially in the preschool years. Critically, sociality has often been confounded with other important reward dimensions (e.g., tangibility) in prior studies, hence potentially misestimating the effect of social rewards
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Understanding cognitive and language development in refugees: Evidence from displaced syrian children in Turkey Cogn. Dev. (IF 1.897) Pub Date : 2024-01-01 Özlem Yeter, Ebru Evcen, Hugh Rabagliati, Duygu Özge
The present study introduces systematic data on the cognitive and linguistic abilities of refugee children. We tested 9–10 year-old Syrian refugee children (N = 25) on their cognitive abilities (i.e., working memory, shifting, inhibitory control, and fluid intelligence) and vocabulary knowledge in Arabic and Turkish. We compared their performance to two non-refugee control groups with low socioeconomic
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Children’s understanding of relative quantities: Probability judgement and proportion matching Cogn. Dev. (IF 1.897) Pub Date : 2023-12-19 Ty W. Boyer, Lindsey Bradley, Natalie Branch Greer
Understanding relative quantities is crucial for many formal mathematical and everyday experiences, and its development has been examined using both probability judgment and proportion matching frameworks. The current study examines individual difference and developmental patterns that emerge within and between these frameworks, using computerized tasks administered within-subjects to a socio-demographically
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The development of susceptibility to geometric visual illusions in children – A systematic review Cogn. Dev. (IF 1.897) Pub Date : 2023-12-09 Radoslaw Wincza, Calum Hartley, Jerome Fenton-Romdhani, Sally Linkenauger, Trevor Crawford
Investigating children’s susceptibility to visual illusions (VIs) offers a unique window into the development of human perception. Although research in this field dates back to the seminal work of Binet in 1895, developmental trajectories for many VIs remain unclear. Here, for the very first time, we provide a comprehensive systematic review of research investigating children’s susceptibility to five
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Me and my mom: Self and mother provide similar memory benefits for source memory in adolescents Cogn. Dev. (IF 1.897) Pub Date : 2023-11-29 Nicole M. Rosa, Jacquelyn N. Raftery-Helmer, Taylor R. Whittredge, Anna Grady
The self-reference effect (SRE) is a memory benefit found in both adolescents and adults that occurs when new information is connected to the self, facilitating improved recall and recognition. The memory benefit extends to close others, with adults better remembering information encoded in reference to close others as compared to information encoded in connection to an unfamiliar other or neutral
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First insights into infants' and children's aha-experiences: A parent report study Cogn. Dev. (IF 1.897) Pub Date : 2023-11-22 Josefine Haugen, Mathilde H. Prenevost, Ida B.R. Nilsen, Rolf Reber
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Is the order of learning numerals universal? Evidence from eight countries and six languages Cogn. Dev. (IF 1.897) Pub Date : 2023-11-21 Lee Copping, Peter Tymms, Gabrijela Aleksić, Tiago Bartholo, Sarah J Howie, Mariane Campelo Koslinski, Christine Merrell, Maša Vidmar, Helen Wildy
Cramman et al. (2018) proposed that numerical symbol identification may constitute a universally predictive measure of early mathematical development. While a broad pathway to learning number symbols is unsurprising, lack of systematic variation in acquisition order relative to factors such as teaching, age, country, progression stage, is. This study evidences unidimensionality of measurement of the
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An eye movement study on the mechanisms of reading fluency development Cogn. Dev. (IF 1.897) Pub Date : 2023-11-17 Jarkko Hautala, Stefan Hawelka, Miia Ronimus
Little is known about how word recognition processes, such as decoding, change when reading fluency improves during the school year. Such knowledge may have practical importance by determining which aspects of reading are most malleable at a certain age and reading level. The development of word-recognition subprocesses of third- and fourth-grade Finnish students (n = 81) with variable reading fluency
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Who helps best? Children’s evaluation of knowledgeable versus wealthy individuals in negative event contexts Cogn. Dev. (IF 1.897) Pub Date : 2023-11-16 Kimberly E. Marble, Janet J. Boseovski
Children favor knowledgeable people in information-seeking contexts, but is this preference maintained when other resources are available to resolve problems? This study addressed whether children relied on knowledge or wealth to decide who is qualified to help someone in need. Sixty-four 5- to 8-year-olds heard stories in which two bystanders (i.e., knowledgeable versus wealthy) witnessed a negative
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Identifying parental math talk styles and relations to child talk and skills Cogn. Dev. (IF 1.897) Pub Date : 2023-11-15 Rebecca McGregor, Diana Leyva, Melissa E. Libertus
Prior studies on parental math talk often emphasize utterance frequency, with few distinguishing between utterance types (e.g., questions, statements, and confirmations). This study identified parental math talk styles (i.e., combinations of utterance types) and examined associations with children’s math and language performance. Participants were 76 mostly middle-income, White parents and their four-year-old
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Prospects and challenges in the use of puppets in developmental psychology: Royal road to the child’s mind or a dead end? Cogn. Dev. (IF 1.897) Pub Date : 2023-11-17 Markus Paulus, Jessica Caporaso
In order to examine young children, developmental science has relied extensively on puppets, dolls, and animated stimuli. While some scholars regarded this as a royal road to the child’s mind and competencies, others conceived of it as a dead end. This article introduces the debate on the use of puppets and other simplified stimuli in developmental psychology. It presents key theoretical and methodological
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What is the implicit self in infancy? A classification and evaluation of current theories on the early self Cogn. Dev. (IF 1.897) Pub Date : 2023-11-08 Nina-Alisa Kollakowski, Maria Mammen, Markus Paulus
Developmental science is increasingly interested in investigating the early ontogeny of the so-called implicit self. It is supposed to be a non-conceptual form of self including the experiences of agency and bodily ownership. Several theories have been proposed to account for the development of an implicit self and have inspired lines of empirical investigations. However, comparing these theories is
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Children deny that God could change morality Cogn. Dev. (IF 1.897) Pub Date : 2023-11-08 Madeline G. Reinecke, Larisa Heiphetz Solomon
Can moral rules change? We tested 129 children from the United States to investigate their beliefs about whether God could change widely shared moral propositions (e.g., “it’s not okay to call someone a mean name”), controversial moral propositions (e.g., “it’s not okay to tell a small lie to help someone feel happy”), and physical propositions (e.g., “fire is hotter than snow”). We observed an emerging
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Assessing inhibitory control in kindergarten children: Validity of integrating response accuracy and response latency Cogn. Dev. (IF 1.897) Pub Date : 2023-11-03 Daniel Schulz, Robin Segerer, Wolfgang Lenhard, Madlen Mangold, Julia Schindler, Tobias Richter
Assessing inhibitory control in young children poses a challenge because of its rapid and non-linear development. This study examined the validity of integrating response accuracy and latency through a two-factor model, based on the data of 271 children who completed a computerized inhibitory control task. Although integrating response accuracy and latency slightly improved measurement precision, multigroup
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Cultivating the toddler data desert with the Visual Attention Processing Protocol (VAPP): A novel scalable measure of individual differences in attentional processing from 2 to 6 years old Cogn. Dev. (IF 1.897) Pub Date : 2023-11-03 Anastasia Kerr-German, Sarah Mohammad, Caitie Busch, Megan Rothberg, Haylee Hudson, Jaylin Tuman, Chanelle Gordon
The current study proposes the Visual Attention Processing Protocol (VAPP), as a solution to the transferability of methods and scalability of singular attention tasks from toddlerhood to middle childhood. The VAPP was administered to 122 children ages 2- to 6-years-old. Consistent with our hypothesis, this task captured differences specific to orienting, alerting, and executive attention abilities
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Winning or losing: Children’s proportional reasoning across motivational contexts Cogn. Dev. (IF 1.897) Pub Date : 2023-11-04 Karina Hamamouche, Sara Cordes
Children tend to prioritize whole number information over relational information in proportional reasoning tasks, such that they judge a spinner with 4/10 red pieces as more likely to land on red than a spinner with 2/3 red pieces, because 4 > 2 (e.g., Hurst & Cordes, 2018a; Jeong et al., 2007). This whole number bias is hypothesized to be a driven by fluency in verbal counting in early childhood,
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Early bilingualism enhances theory of mind in children from low-income households via executive function skills Cogn. Dev. (IF 1.897) Pub Date : 2023-11-02 Rong Huang, Erin Ruth Baker, Tianlin Wang
The study focuses on children in poverty and investigates whether early bilingualism enhances economically disadvantaged children’s Theory of Mind (ToM), and what role Executive Function plays in the relation between bilingualism and ToM. Sixty-eight preschool-aged children (35 English monolinguals, 51.4% boys, and 33 English-Spanish bilingual children, 57.5% boys) from low-income backgrounds completed
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Children’s and adolescents’ judgments of the desirability and obligatoriness of prosocial action: Variations across helping, sharing, and comforting Cogn. Dev. (IF 1.897) Pub Date : 2023-11-01 Nasim Tavassoli, Holly Recchia, Kristen Dunfield
This study examined whether the intensity of need and type of prosociality differentially predicted children’s and adolescents’ desirability, obligatoriness, and permissibility judgments of costly prosocial actions. A total of 165 8–10-year-old children and 13–15-year-old adolescents evaluated six hypothetical situations wherein one child needed to be helped, shared with, or comforted and another child
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The longitudinal contributions of preschool executive functions and early math abilities to arithmetic skills in elementary school Cogn. Dev. (IF 1.897) Pub Date : 2023-10-24 Kimia Akhavein, Caron A.C. Clark, Jennifer Mize Nelson, Kimberly Andrews Espy, Jenna E. Finch
Executive functions (EFs) are linked to children’s overall math performance, although few studies have considered the joint role of prior math abilities for specific math subskills, such as arithmetic. The current study examined the longitudinal contributions of preschool EFs and early math abilities to children’s accuracy and reaction time on arithmetic problems. Two hundred and eighty-three children
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Learning how to communicate: Does exposure to multiple languages promote children’s pragmatic abilities? A meta-analytic review Cogn. Dev. (IF 1.897) Pub Date : 2023-10-19 Elise van Wonderen, Kimberley Mulder, Judith Rispens, Josje Verhagen
Despite the often-reported finding that multilingual children may temporarily possess less advanced lexical or grammatical skills in at least one of their languages than monolingual peers, recent studies have found that exposure to multiple languages benefits children’s pragmatic development. To assess the generalizability of these findings, we conducted a meta-analysis of 29 studies that investigated
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How does intergroup familiarity moderate children’s merit-based resource allocation in the context of group-based competition? Cogn. Dev. (IF 1.897) Pub Date : 2023-10-18 Xue Xiao, Demao Zhao, Yanfang Li
Previous research has found that children can allocate resources according to competition outcomes (e.g., merit-based allocation) in interpersonal competitive contexts, but less research has investigated how children address merit-based allocations in the context of group-based competition, especially when influenced by intergroup familiarity. To address these issues, children (N = 374) aged 5–6 years
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What contributes to false belief understanding in childhood? A multidimensional approach Cogn. Dev. (IF 1.897) Pub Date : 2023-10-16 Olivier Aubuchon, Jamie Libenstein, Marina Moënner, Marilou Séguin, Jenny Bellerose, Annie Bernier, Miriam H. Beauchamp
False belief understanding (FBU), a core component of Theory of Mind (ToM), refers to the capacity to understand that other individuals act according to their beliefs even when those beliefs are inaccurate. FBU is an important aspect of socio-cognitive development in early childhood. A range of sociodemographic, temperamental, cognitive, and family factors are known to contribute separately to individual
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Surface-to-structure shifts in rational number categories Cogn. Dev. (IF 1.897) Pub Date : 2023-10-11 Pooja G. Sidney, Julie F. Shirah
Experts organize and generalize knowledge in different ways than novices, and conceptual development is often characterized by a surface-to-structure shift in attention and categorization. We explored a surface-to-structure shift in rational number arithmetic. Children and adults sorted arithmetic equations with fractions and whole numbers in three separate studies. In all studies, children were more
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“Will I Get Sick?”: Parents’ explanations to children’s questions about a novel illness Cogn. Dev. (IF 1.897) Pub Date : 2023-10-11 Seung Heon Yoo, Graciela Trujillo Hernandez, David Menendez, Rebecca E. Klapper, Sarah Martin, Katrina A. Nicholas, Dillanie Sumanthiran, Karl S. Rosengren
When encountered with a novel illness, children often ask for information about the illness and its impact on health from their parents. Although prior studies have explored how parents generally described the coronavirus to their children, there is an ambiguity in whether parents’ explanations about the coronavirus were about the coronavirus itself or about the pandemic more generally. Furthermore
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Asymmetric impacts of ingroup behaviors on delay of gratification in preschoolers Cogn. Dev. (IF 1.897) Pub Date : 2023-10-05 Kaichi Yanaoka, Kiri Nishida, Toshihiko Endo
Research has examined factors underlying the individual differences in delay gratification as childhood delay gratification predicts later life outcomes. Recent studies have focused on group behavior as a critical social factor affecting delay gratification. Here, our three preregistered experiments investigated whether ingroup behaviors encouraged and/or discouraged young children from selecting delayed
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Integrated knowledge of rational number notations predicts children’s math achievement and understanding of numerical magnitudes Cogn. Dev. (IF 1.897) Pub Date : 2023-09-25 Lauren K. Schiller, Robert S. Siegler
We propose that integrated number sense, the ability to fluidly translate and compare magnitudes within and across notations, is central to understanding of rational numbers. Consistent with this hypothesis, two studies of 6th through 8th grade students (N = 264 and N = 46) indicated that accuracy comparing magnitudes within and across notations predicted overall math achievement and fraction number
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Children’s executive function during the COVID-19 pandemic in Argentina: Associations with home literacy, reading, and screen times Cogn. Dev. (IF 1.897) Pub Date : 2023-09-18 Ángel Tabullo, Lorena Canet-Juric, Valeria Abusamra
Several studies indicated that the COVID-19 pandemic and the containment measures it required (including social distancing, quarantine and school closure) had a significant impact on children’s mental health. The present study aimed to examine executive function difficulties at behavioural level in school children during the COVID-19 lockdown, and to analyze potential associations with home literacy
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Concepts of disability as a hub for the study of cognitive development Cogn. Dev. (IF 1.897) Pub Date : 2023-09-18 Nicolette Granata, Jonathan D. Lane
Abstract not available
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The Early Independent Problem Solving Survey (EIPSS): Its psychometric properties in children aged 12–47 months Cogn. Dev. (IF 1.897) Pub Date : 2023-09-07 Elena Hoicka, Stephanie Powell, Sarah E. Rose, Eva Reindl, Claudio Tennie
Independent problem solving (IPS) involves solving problems alone; with motivation and persistence; without watching others; or requesting or receiving help. The Early Independent Problem Solving Survey (EIPSS) was developed for 12- to 47-month-olds. Study 1 (N = 272) found good internal reliability and a 2-factor structure: Repetitive (repeatedly solvable problems, e.g., jigsaws) and Novel IPS (one-off
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Individual differences in second-order false-belief understanding and executive abilities: A meta-analytic review of evidence from school-age children and adults Cogn. Dev. (IF 1.897) Pub Date : 2023-08-24 Claudie M. Peloquin, Catherine H. McDermott, Louis J. Moses
Theory of Mind (ToM) and Executive Functioning (EF) are two pillars of human social cognition often studied in conjunction, but rarely considered together beyond childhood. Adults routinely undertake ToM activities of higher levels, such as those that require reasoning recursively through other individuals’ presumed reasoning about others (e.g., she believes that he believes that this is difficult
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Selection of information necessary for successful self-derivation Cogn. Dev. (IF 1.897) Pub Date : 2023-08-23 Jessica A. Dugan, Katherine Lee, Melanie H. Hanft, Patricia J. Bauer
Accumulation of knowledge relies in part on self-derivation of new semantic knowledge through integration of separate yet related learning episodes. Prior research suggests that individual and developmental variability in self-derivation is due to differences in the precursor processes of encoding, reactivation, and integration. In the present research, we examined a fourth potential precursor process:
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Modelling executive function across early childhood: Longitudinal invariance, development from 3.5 to 7 years and later academic performance Cogn. Dev. (IF 1.897) Pub Date : 2023-08-17 Natalie Castellanos-Ryan, Sophie Parent, Sophie Chaput-Langlois, Charlie Rioux, Sophie Jacques, Cléa Simard, Richard E. Tremblay, Jean R. Séguin, Philip David Zelazo
This study examined (1) longitudinal invariance of executive function (EF) factors across early childhood, (2) EF development, and (3) its association with later cognitive functions and academic performance. We measured cognitive flexibility, working memory, inhibitory control, and complex EF in 465 children (72% white) at 3.5, 5, 6, and 7 years. Confirmatory factor analyses supported a one-factor
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Improving literacy development with fine motor skills training: A digital game-based intervention in fourth grade Cogn. Dev. (IF 1.897) Pub Date : 2023-07-19
Previous research has suggested that fine motor skills play a role in literacy development. However, it is necessary to confirm the causal nature of the relationships by using intervention studies. In addition, different explanatory mechanisms have been put forward to explain the relation between fine motor skills and literacy development. Executive functions and graphomotor skills are two possible
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A novel approach to measuring the developmental interactions between working memory and inhibitory control in young children Cogn. Dev. (IF 1.897) Pub Date : 2023-07-11
This pre-registered study examined the development of working memory and inhibitory control in a sample of 144 children aged between 3 and 6 years. Two paradigms – one a version of a spatial conflict task, the other a combined continuous performance test and go/no-go task – were adapted to allow the orthogonal manipulation of working memory and inhibitory demands. This allowed for the simultaneous
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Perspective taking and memory for self- and town-related information in male adolescents and young adults Cogn. Dev. (IF 1.897) Pub Date : 2023-07-01 Maximilian Scheuplein, Saz P. Ahmed, Lucy Foulkes, Cait Griffin, Gabriele Chierchia, Sarah-Jayne Blakemore
Adolescence is a sensitive period for categorical self-concept development, which affects the ability to take others’ perspectives, which might differ from one’s own, and how self-related information is memorized. Little is known about whether these two processes are related in adolescence. The current study recruited 97 male participants aged 11–35 years. Using a self-referential memory task, we found
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Introduction to special issue: Mapping development of our social-cognition of resources Cogn. Dev. (IF 1.897) Pub Date : 2023-07-01 Shaylene E. Nancekivell, Peter R. Blake
Abstract not available
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Relationship between executive function and persistence in 5-year-olds Cogn. Dev. (IF 1.897) Pub Date : 2023-07-04 Moeko Ishikawa, Yusuke Moriguchi, Yasuhiro Kanakogi
Children’s persistence can predict later academic achievement. However, few studies have examined the factors related to individual differences in persistence. In this study, we investigated the relationship between executive function (EF) and persistence in 5-year-olds (N = 72). The scores of the Dimensional Change Card Sort (DCCS) task and gift delay task were positively associated with persistence
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Biological motion and multiple object tracking performance develop similarly from childhood through early adolescence Cogn. Dev. (IF 1.897) Pub Date : 2023-07-04 Emily Stubbert, Domenico Tullo, Jocelyn Faubert, Armando Bertone, Jacob A. Burack
The multiple object tracking (MOT) (Pylyshyn & Storm, 1988) and biological motion (Johansson, 1973) tasks are both used to assess the perception of and attention to motion. These abilities are essential to the dynamic real-world task of identifying and monitoring multiple moving stimuli in the environment. We examined cross-sectionally the developmental changes in dynamic visual attention using 3D
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Do you know the answers? Japanese and Hungarian preschoolers’ response tendencies to comprehensible and incomprehensible yes-no questions Cogn. Dev. (IF 1.897) Pub Date : 2023-06-23 Mako Okanda, Shoji Itakura, Ildikó Király, Eszter Somogyi
We investigated Japanese and Hungarian children’s response tendencies to comprehensible and incomprehensible yes-no questions about objects. We found that 2-year-old children exhibited a strong and consistent yes bias to all questions, 3-year-old children tended to exhibit a yes bias to comprehensible questions, and children aged 5 and 6 exhibited a nay-saying bias to incomprehensible questions. Moreover
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Cognitive flexibility explains unique variance in reading comprehension for elementary students Cogn. Dev. (IF 1.897) Pub Date : 2023-06-22 Alycia M. Hund, Rebecca M. Bove, Nina Van Beuning
The goal was to determine the extent to which cognitive flexibility measured by category switching predicted unique variance in reading comprehension for elementary students after accounting for vocabulary and oral reading fluency. One hundred and one second through fifth grade students completed curriculum-based measures of reading comprehension and oral reading fluency, as well as vocabulary and
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Development of children’s number line estimation in primary school: Regional and curricular influences Cogn. Dev. (IF 1.897) Pub Date : 2023-06-20 Chang Xu, Sabrina Di Lonardo Burr, Jo-Anne LeFevre, Sheri-Lynn Skwarchuk, Helena P. Osana, Erin A. Maloney, Judith Wylie, Victoria Simms, María Inés Susperreguy, Heather Douglas, Anne Lafay
Is the development of number line estimation (NLE) similar across regions? Data from Canada (Quebec, n = 67, Mage = 7.9 years; Manitoba, n = 177, Mage = 7.8 years), Chile (n = 81, Mage = 7.9 years), and Northern Ireland (n = 171, Mage = 7.3 years) were analyzed. Twice, approximately one year apart, students completed a 0–1000 NLE task and other mathematical tasks. Using latent profile analysis, students’
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Shaping executive function in pre-school: The role of early educational practice Cogn. Dev. (IF 1.897) Pub Date : 2023-06-17 Silvia Guerrero, María Núñez, Cristina Corbacho
Recent approaches to the development of Executive Function (EF) claim that it is trainable. Purpose-designed programs have proved successful in training EF skills in young children. If the EF is permeable to training from an early age, then the type of educational practice in the first years may as well have an effect. Despite the important implications of this thesis, there is limited evidence of