-
Decolonizing and Diversifying Research in Cognitive Development J. Cognit. Dev. (IF 2.58) Pub Date : 2024-03-14 Leher Singh
This article serves as an introduction to the Special Issue on “Decolonizing and Diversifying Research in Cognitive Development.” The Special Issue comprises six articles: two articles are empirica...
-
Urban-Rural Differences in Early Arithmetic Performance are Accounted for by Phonological Processing J. Cognit. Dev. (IF 2.58) Pub Date : 2024-03-06 Wei Wei, Junyi Dai, Chuansheng Chen, Yingge Huang, Xinlin Zhou
Urban and rural children have different levels of performance in arithmetic processing. This study investigated whether such a residence difference can be explained by phonological processing. A to...
-
Correction J. Cognit. Dev. (IF 2.58) Pub Date : 2024-02-22
Published in Journal of Cognition and Development (Ahead of Print, 2024)
-
Interplay Among Self-Regulation Processes Over Time for Adolescents in the Context of Chronic Stress J. Cognit. Dev. (IF 2.58) Pub Date : 2024-01-29 Amanda E. Halliburton, Ty A. Ridenour, Desiree W. Murray
Developmental changes in self-regulation are theorized to underlie adolescents’ engagement in risky behaviors, physical health, mental health, and transition to adulthood. Two central processes inv...
-
Knowledge and source type influence children’s skepticism of misinformation J. Cognit. Dev. (IF 2.58) Pub Date : 2024-01-25 Carolyn Palmquist, Robyn Kondrad
Three-year-olds often respond to lies as if they were true or with no clear rationale. Individual differences influence children’s processing of misinformation. Here, we explore how two contextual ...
-
Number Input in Mothers and Fathers of 9-Month-Olds J. Cognit. Dev. (IF 2.58) Pub Date : 2024-01-14 Kelly S. Mix, Angelica Alonso, Jung-Jung Lee, Milagros Urioste-Resta, Natasha Cabrera, Stephanie Reich
The present study examined patterns of number-related utterances and actions directed to 9-month-old infants by their parents. An ethnically and economically diverse sample of 86 families participa...
-
Development of a Naïve Theory of Superstition J. Cognit. Dev. (IF 2.58) Pub Date : 2024-01-10 Jacqueline D. Woolley, Paola A. Baca, Kelsey A. Kelley
Superstitious behaviors persist across time, culture, and age. Although often considered irrational and even potentially harmful, superstitions have recently been shown to have positive effects on ...
-
Examining Neural Dynamics During Dimensional Label Comprehension and Production as a Function of Dimensional Attention J. Cognit. Dev. (IF 2.58) Pub Date : 2024-01-10 Hollis R. Heim, Kara Lowery, Rachel Eddings, Bhoomika Nikam, Anastasia Kerr-German, Aaron T. Buss
Previous research suggests that children’s ability to label visual features (e.g. “red”) and dimensions (e.g. “color”) impacts attention to visual dimensions. The goal of this study is to investiga...
-
Generic Language and Reporting Practices in Developmental Journals: Implications for Facilitating a More Representative Cognitive Developmental Science J. Cognit. Dev. (IF 2.58) Pub Date : 2023-12-19 Jasmine M. DeJesus, Maureen A. Callanan, Valerie A. Umscheid, Susan A. Gelman
As in other subfields of psychology, developmental science faces a long-standing problem of limited diversity in research participants. This issue especially raises concerns when researchers make u...
-
Age-Related Changes in Search Strategies in a Cancellation Task from Childhood to Adolescence J. Cognit. Dev. (IF 2.58) Pub Date : 2023-12-05 Alma Guilbert
Children are limited in visual search accuracy and this ability increases from childhood to adolescence. Developmental limitations in visual search could be related to children’s difficulties in ef...
-
Broadening Convenience Samples to Advance Theoretical Progress and Avoid Bias in Developmental Science J. Cognit. Dev. (IF 2.58) Pub Date : 2023-11-12 Sabine Doebel, Michael C. Frank
Diverse samples are valuable to the study of development, and to psychology more broadly. But convenience samples—typically recruited from local populations close to universities—are still the most...
-
A Parent-Report Diary Study of Young Children’s Prospective Memory Successes and Failures J. Cognit. Dev. (IF 2.58) Pub Date : 2023-11-06 Caitlin E. V. Mahy, Ege Kamber, Maria C. Conversano, Ulrich Mueller, Sascha Zuber
Although laboratory studies have examined the development of children’s prospective memory (PM) and the factors that influence its performance, much less is known about children’s PM performance an...
-
Young Children’s Science Learning from Narrative Books: The Role of Text Cohesion and Caregivers’ Extratextual Talk J. Cognit. Dev. (IF 2.58) Pub Date : 2023-10-19 Hilary E. Miller-Goldwater, Melanie H. Hanft, Alissa G. Miller, Patricia J. Bauer
One way to support young children’s factual learning is through shared book reading (reading books with a knowledgeable other). Many books that teach factual content are narrative in structure, in ...
-
What’s the Evidence Say? The Relation Between Evidential-Trust and Theory of Mind J. Cognit. Dev. (IF 2.58) Pub Date : 2023-09-24 Bartuğ Çelik, Nice Ergut, Jedediah W.P. Allen
Previous research has shown that linguistic cues such as mental and modal verbs can influence young children’s judgments about the reliability of informants. Further, certain languages include gram...
-
Executive Functions in Jordanian Children: What Can the Hearts and Flowers Task Tell Us About Development in a Non-Western Context J. Cognit. Dev. (IF 2.58) Pub Date : 2023-09-12 Jazlyn Nketia, Alya Al Sager, Rana Dajani, Diego Placido, Dima Amso
ABSTRACT Understanding executive functions (EFs) development is of high value to global developmental science. Recent calls for a more inclusive and equitable developmental science argue that tasks and questionnaires that are developed using only a subset of the population are not likely to be appropriate for EFs measurement in global contexts unless explicitly tested . Here, we examined a task commonly
-
Early Childhood Educators’ Math Anxiety and Its Relation to Their Pedagogic Actions in Swedish Preschools J. Cognit. Dev. (IF 2.58) Pub Date : 2023-09-15 Laura Galeano, Christine Fawcett, Linda Forssman, Gustaf Gredebäck
Early childhood educators’ math anxiety and its relation to their frequency of pedagogic actions was examined through a questionnaire completed by 352 participants (aged 21–65) representative of th...
-
Concurrent and Longitudinal Associations Between Parent Math Support in Early Childhood and Math Skills: A Meta-Analytic Study J. Cognit. Dev. (IF 2.58) Pub Date : 2023-09-04 Luísa A Ribeiro, Enrica Donolato, Cecília Aguiar, Nadine Correia, Henrik D Zachrisson
The aim of this study was to summarize evidence about the relations between parent math support in children aged 3–5 years (from several countries in America, Asia, and Europe) and concurrent and l...
-
Children Learn Simple, Adaptive Decision Strategies from Probabilistic Feedback J. Cognit. Dev. (IF 2.58) Pub Date : 2023-08-29 Anna Lang, Tilmann Betsch
In two studies, children learned simple but adaptive decision strategies from decision feedback. In a probabilistic multi-cue decision task, we investigated children's decision strategies under dif...
-
Cross-Country (Brazil and Iran) Invariance of Fractionation of Executive Functions in Early Adolescence J. Cognit. Dev. (IF 2.58) Pub Date : 2023-08-20 Isis Angelica Segura, Hugo Cogo-Moreira, Ali Nouri, Monica Carolina Miranda, Sabine Pompéia
ABSTRACT Cultural background can influence cognition, including executive functions (EFs), abilities that encompass skills responsible for self-regulation of thoughts and behavior. The seminal unity and diversity model of EFs proposes the existence, in adulthood, of at least three correlated but separable EF latent (shared variance in more than one task/indicator) domains: inhibition, updating and
-
We Cannot Ignore the Signs: The Development of Equivalence and Arithmetic for Students from Grades 3 to 4 J. Cognit. Dev. (IF 2.58) Pub Date : 2023-08-10 Chang Xu, Hongxia Li, Sabrina Di Lonardo Burr, Jiwei Si, Jo-Anne LeFevre, Xinfeng Zhuo
Students' understanding of the meaning of the equal sign develops slowly over the primary grades. In addition to updating their representations of equations to recognize that the equal sign represe...
-
Culture and Gender Influence Self-Construal in Mother-Preschooler Reminiscing J. Cognit. Dev. (IF 2.58) Pub Date : 2023-08-07 Sirada Rochanavibhata, Viorica Marian
The present study examined how culture and gender influence the self-construal of mothers and their four-year-olds during dyadic reminiscing. Participants were 21 Thai (11 girls, 10 boys) and 21 Am...
-
Children’s Essentialist Beliefs About Weight J. Cognit. Dev. (IF 2.58) Pub Date : 2023-08-07 Rebecca Peretz-Lange, Keri Carvalho, Paul Muentener
Striking weight biases emerge early in development, yet cognitive-developmental research has largely ignored weight as a social characteristic of interest. How do children conceive of weight? In pa...
-
Towards Diversifying Early Language Development Research: The First Truly Global International Summer/Winter School on Language Acquisition (/L+/) 2021 J. Cognit. Dev. (IF 2.58) Pub Date : 2023-07-28 Paulina Aravena-Bravo, Alejandrina Cristia, Rowena Garcia, Hiromasa Kotera, Ramona Kunene Nicolas, Ronel Laranjo, Bolanle Elizabeth Arokoyo, Silvia Benavides-Varela, Titia Benders, Natalie Boll-Avetisyan, Margaret Cychosz, Rodrigo Dal Ben, Yatma Diop, Catalina Durán-Urzúa, Naomi Havron, Marie Manalili, Bhuvana Narasimhan, Paul Okyere Omane, Caroline Rowland, Leticia Schiavon Kolberg, Andrew Sentoogo
ABSTRACT With a long-term aim of empowering researchers everywhere to contribute to work on language development, we organized the First Truly Global /L+/ International Summer/ Winter School on Language Acquisition, a free 5-day virtual school for early career researchers. In this paper, we describe the school, our experience organizing it, and lessons learned. The school had a diverse organizer team
-
The Development of Children’s Autobiographical and Deliberate Memory Through Mother–Child Reminiscing J. Cognit. Dev. (IF 2.58) Pub Date : 2023-06-29 Olivia K. Cook, Jennifer L. Coffman, Peter A. Ornstein
Children’s use of appropriate techniques for remembering and the effectiveness of deliberate strategies improve throughout elementary school. However, relatively little is known about the contextua...
-
A Review of “Becoming Human” J. Cognit. Dev. (IF 2.58) Pub Date : 2023-06-18 Tamar Kushnir, Trisha Katz, Jessa Stegall
Published in Journal of Cognition and Development (Vol. 24, No. 4, 2023)
-
The Cognitive Underpinnings of Early Arithmetic Depend on Arithmetic Problem Format: A Study with Five-Year-Old Children J. Cognit. Dev. (IF 2.58) Pub Date : 2023-06-12 Laura Traverso, Irene Tonizzi, M. Carmen Usai, Paola Viterbori
Children’s arithmetic performance is dependent on the arithmetic task format, but little is known about how domain-specific and domain-general abilities contribute to solving diverse arithmetic pro...
-
Children’s Pursuit of Counterintuitive Information in Books J. Cognit. Dev. (IF 2.58) Pub Date : 2023-06-08 Jonathan D. Lane, Samuel Ronfard
For decades, developmental psychologists and educators have emphasized that learning about counterintuitive phenomena may be a critical driving force for cognitive development. Thus far, little is ...
-
Children’s Emerging Understanding of Anonymity Does Not Predict Reputation Enhancing Generosity J. Cognit. Dev. (IF 2.58) Pub Date : 2023-05-31 Jennifer Richards, Stephanie Hartlin, Chris Moore, John Corbit
Young children tend to behave more generously when their actions are identified than when they are anonymous, yet we know little about the cognitive foundations required for anonymity to impact gen...
-
Direct Assessments of Social Skills Can Complement Teacher Ratings in Predicting Children’s Academic Achievement J. Cognit. Dev. (IF 2.58) Pub Date : 2023-05-30 Katharine E. Scott, Rachel Ann King, Aaron Cochrane, Charles Kalish, Kristin Shutts
The present research evaluated whether behavioral tasks (“direct assessments”) commonly used to assess young children’s social cognitive development in laboratory studies could have utility for mea...
-
The Role of Partnerships to Shift Power Asymmetries in Research with Vulnerable Communities: Reflections from an Early Childhood Development Project in South Africa J. Cognit. Dev. (IF 2.58) Pub Date : 2023-05-27 Catherine E Draper, Caylee J Cook, Riedewhaan Allie, Steven J Howard, Hleliwe Makaula, Rebecca Merkley, Mbulelo Mshudulu, Nafeesa Rahbeeni, Nosibusiso Tshetu, Gaia Scerif
ABSTRACT The majority of the world’s children live in low- and middle-income countries, yet the majority of early childhood cognitive research is done with a small proportion of high-income countries. These findings cannot be assumed to apply across all contexts. It is therefore necessary to confront entrenched systems of power and privilege in early childhood cognitive development research as they
-
Can Preschoolers Recognize the Facial Expressions of People Wearing Masks and Sunglasses? Effects of Adding Voice Information J. Cognit. Dev. (IF 2.58) Pub Date : 2023-05-04 Fumikazu Furumi, Minori Fukazawa, Yumiko Nishio
Early childhood is marked by significant developmental changes in the ability to recognize facial expressions. However, since the COVID-19 outbreak, people have been wearing masks more frequently d...
-
A Review of “How You Say it” J. Cognit. Dev. (IF 2.58) Pub Date : 2023-05-03 Marjorie Rhodes
Published in Journal of Cognition and Development (Vol. 24, No. 4, 2023)
-
Mixed-Effects Models for Cognitive Development Researchers J. Cognit. Dev. (IF 2.58) Pub Date : 2023-04-10 Melis Muradoglu, Joseph R. Cimpian, Andrei Cimpian
ABSTRACT Mixed-effects models are an analytic technique for modeling repeated measurement or nested data. This paper explains the logic of mixed-effects modeling and describes two examples of mixed-effects analyses using R. The intended audience of the paper is psychologists who specialize in cognitive development research. Therefore, the concepts and examples covered will focus primarily on repeated-measurement
-
English-Learning 12-Month-Olds Do Not Map Function-Like Words to Objects J. Cognit. Dev. (IF 2.58) Pub Date : 2023-04-04 Susan Geffen, Suzanne Curtin, Susan A. Graham
By 12 months, English-learning infants have an awareness of the sound patterns of word forms that constitute acceptable labels for objects in their native language. In the following experiments, we...
-
Maternal Reminiscing and Children’s Socioemotional Development: Evidence from a Large Pre-Birth Longitudinal Cohort Study, Growing Up in New Zealand J. Cognit. Dev. (IF 2.58) Pub Date : 2023-03-30 Madeline Garnett, Elaine Reese, Isabelle Swearingen, Elizabeth Peterson, Karen Salmon, Karen Waldie, Stephanie D’Souza, Polly Atatoa-Carr, Susan Morton, Amy Bird
The aim of the present study was to explore how maternal reminiscing relates to socioemotional development during middle childhood. Specifically, analyses explored the link between maternal reminis...
-
The Future of Research on Executive Function and Its Development: An Introduction to the Special Issue J. Cognit. Dev. (IF 2.58) Pub Date : 2023-03-28 Sabine Doebel, Ulrich Müller
ABSTRACT Over the last several decades, research on executive function in children has flourished, producing a wealth of empirical findings. These findings have raised many theoretical and methodological questions that warrant attention and are addressed in this special issue. This introduction to the special issue reviews some of the recent history of the field before introducing the seven target
-
Executive Functions: Going Places at Pace J. Cognit. Dev. (IF 2.58) Pub Date : 2023-03-22 Claire Hughes
ABSTRACT Research on children’s executive functions (EF) has continued apace for a long time. The papers in this special issue offer the reader a welcome opportunity to pause and reflect on whether existing conceptualizations of EF require a paradigm shift. This debate is informed by thoughtful discussion of the difficulties in assessing EF in different societal contexts, by innovative approaches to
-
People Do Not Always Know Best: Preschoolers’ Trust in Social Robots J. Cognit. Dev. (IF 2.58) Pub Date : 2023-03-09 Anna-Elisabeth Baumann, Elizabeth J. Goldman, Alexandra Meltzer, Diane Poulin-Dubois
ABSTRACT In this paper, we investigated whether Canadian preschoolers prefer to learn from a competent robot over an incompetent human using the classic trust paradigm. An adapted Naive Biology task was also administered to assess children’s perception of robots. In Study 1, 3-year-olds and 5-year-olds were presented with two informants; A social, humanoid robot (Nao) who labeled familiar objects correctly
-
Arithmetic Word Problem-Solving and Math Anxiety: The Role of Perceived Difficulty and Gender J. Cognit. Dev. (IF 2.58) Pub Date : 2023-03-07 Eleonora Doz, Alessandro Cuder, Sandra Pellizzoni, Barbara Carretti, Maria Chiara Passolunghi
ABSTRACT A crucial component of mathematics curriculum in primary education is represented by the ability to solve arithmetic word problems. Previous studies investigated predominantly the cognitive factors underlying this skill, neglecting the role of emotional (e.g. math anxiety – MA) and metacognitive aspects (e.g. perceived difficulty). Some findings suggested that emotional factors could influence
-
The Development of Working Memory: Sex Differences in Accuracy and Reaction Times J. Cognit. Dev. (IF 2.58) Pub Date : 2023-03-02 Paul Ibbotson, Ernesto Roque-Gutierrez
ABSTRACT Small but robust differences in cognition exist between the sexes in adult populations. Studying sex differences in children’s cognition can bring insight into when, where and how these differences might emerge in development. Here, we focus on differences in working memory because of its importance in underpinning a wide range of complex cognitive tasks and developmental outcomes for children
-
Listen to Your Mother: Children Use Hierarchical Social Roles to Guide Their Judgments about People J. Cognit. Dev. (IF 2.58) Pub Date : 2023-02-26 Megan N. Norris, Catherine H. McDermott, Nicholaus S. Noles
ABSTRACT Social categories are often defined by the boundaries that they form between individuals. However, many social structures describe complementary relationships between individuals, defining both the power that we hold over others and our obligations to them and vice versa. In two studies conducted in the U.S., we investigated a sample of primarily white, middle class children’s intuitions about
-
Conceptual Hierarchy in Child-Directed Speech: Implicit Cues are More Reliable J. Cognit. Dev. (IF 2.58) Pub Date : 2023-02-24 Kyra Wilson, Michael C. Frank, Abdellah Fourtassi
ABSTRACT In order for children to understand and reason about the world in an adult-like fashion, they need to learn that conceptual categories are organized in a hierarchical fashion (e.g., a dog is also an animal). While children learn from their first-hand observation of the world, social knowledge transmission via language can also play an important role in this learning. Previous studies have
-
Strategy and Core Cognitive Training Effects on Working Memory Performance: A Systematic Review and Meta-Analysis J. Cognit. Dev. (IF 2.58) Pub Date : 2023-02-08 Shachar Ben Izhak, Michal Lavidor
ABSTRACT The field of cognitive training (CT) has been researched for over a century. However, there is still a debate regarding its ability to produce cognitive improvement, especially in working memory (WM) indices. This meta-analysis examined whether there is an advantage in training gains by comparing the results of two specific WM training approaches, Core Training (CRT) and Strategy Training
-
Rethinking Executive Functions in Mathematical Cognition J. Cognit. Dev. (IF 2.58) Pub Date : 2023-02-08 Josh Medrano, Richard W. Prather II
ABSTRACT New perspectives on executive functions propose a greater involvement of context. These perspectives have implications for research in mathematical cognition. We tackle the problem that although individuals clearly exercise inhibitory control in mathematical contexts, researchers find that the relations between inhibitory control and mathematics are sometimes “weaker than expected.” In this
-
Studying Executive Function in Culturally Meaningful Ways J. Cognit. Dev. (IF 2.58) Pub Date : 2023-02-03 Suzanne Gaskins, Lucía Alcalá
ABSTRACT Children’s development of executive function is a good candidate for studying cultural differences because it is a necessary capacity for becoming competent participants in cultural activities, and yet it is also likely to be shaped by culturally organized everyday experiences, with potential consequences for children’s development and learning. An ethnographically grounded study with Yucatec
-
The Development of Executive Function: Mechanisms of Change and Functional Pressures J. Cognit. Dev. (IF 2.58) Pub Date : 2023-01-05 Paul Ibbotson
ABSTRACT This developmental account of executive function (EF) argues that domain-general analogical processes build a functional hierarchy of skills, which vary on a continuum of abstraction, and become increasingly differentiated over time. The paper begins by showing how a functional hierarchy can capture important aspects of EF development, including incrementalism, partial differentiation, and
-
Positive Future Expectancies: When Hopeful Thinking Contributes to Happiness in Children J. Cognit. Dev. (IF 2.58) Pub Date : 2023-01-03 Simone P. Nguyen, Catherine McDermott
ABSTRACT This research investigates positive future expectancies, particularly hope in children, which is comprised of agency thinking, perceiving oneself as capable of achieving goals, and pathways thinking, perceiving oneself as capable of discovering methods toward the desired goals. Two studies (n = 82) were conducted in the United States to examine the role of agency and pathways thinking in children’s
-
Why Doesn’t Executive Function Training Improve Academic Achievement? Rethinking Individual Differences, Relevance, and Engagement from a Contextual Framework J. Cognit. Dev. (IF 2.58) Pub Date : 2022-12-30 Jesse C. Niebaum, Yuko Munakata
ABSTRACT Performance on lab assessments of executive functions predicts academic achievement and other positive life outcomes. A primary goal of research on executive functions has been to design interventions that improve outcomes like academic achievement by improving executive functions. These interventions typically involve extensive practice on abstract lab-based tasks and lead to improvements
-
An Ecological Systems Perspective on Individual Differences in Children’s Performance on Measures of Executive Function J. Cognit. Dev. (IF 2.58) Pub Date : 2022-12-23 Steven J. Holochwost, Deaven Winebrake, Eleanor D. Brown, Keith R. Happaney, Nicholas J. Wagner, W. Roger Mills-Koonce
ABSTRACT The predictive validity of performance on cognitive-behavioral measures of executive function (EF) suggests that these measures index children’s underlying capacity for self-regulation. In this paper, we apply ecological systems theory to critically evaluate this assertion. We argue that as typically administered, standard measures of EF do not index children’s underlying, trait-like capacity
-
A First Theoretical Model of Self-Directed Cognitive Control Development J. Cognit. Dev. (IF 2.58) Pub Date : 2022-12-21 Aurélien Frick, Nicolas Chevalier
ABSTRACT Cognitive control (also referred to as executive functions) corresponds to a set of cognitive processes that support the goal-directed regulation of thoughts and actions. It plays a major role in complex activities and predicts later academic achievement. Importantly, while growing up, children are progressively transitioning from engaging cognitive control in an externally driven fashion
-
Reconciling the Context-Dependency and Domain-Generality of Executive Function Skills from a Developmental Systems Perspective J. Cognit. Dev. (IF 2.58) Pub Date : 2022-12-20 Philip David Zelazo, Stephanie M. Carlson
ABSTRACT Executive function (EF) skills are a set of attention-regulation skills involved in intentional, goal-directed behavior that include (but are not limited to) the cool EF skills of working memory, cognitive flexibility, and inhibitory control, and also the hot EF skill of intentional reevaluation. These skills are inevitably expressed in goal- and context-dependent ways, leading some to view
-
Age-related Changes in Task Switching Costs in Middle Childhood J. Cognit. Dev. (IF 2.58) Pub Date : 2022-12-19 Santiago Vernucci, Ana García-Coni, Eliana Vanesa Zamora, Rosario Gelpi-Trudo, María Laura Andrés, Lorena Canet-Juric
ABSTRACT Cognitive flexibility refers to the ability to rapidly and accurately switch between tasks. It is regarded as a core dimension of executive functions and has been reported to improve during childhood and into early adulthood. For its evaluation, the task-switching paradigm is widely used. Switching between tasks or response sets imposes a series of costs on performance (i.e., mixing costs
-
Young Children’s Saving and Their Episodic Future Thinking J. Cognit. Dev. (IF 2.58) Pub Date : 2022-12-18 Angeline Sin Mei Tsui, Cristina M. Atance
ABSTRACT Children’s ability to save emerges during the preschool years, but little is known about the different forms saving takes (and whether these relate) and the mechanisms driving its development. Because research with adults suggests that different aspects of future orientation increase adults’ propensity to save, we explored whether, in a sample of 71 3- to 5-year-olds tested in a university
-
Children’s Sensitivity to Difficulty and Reward Probability When Deciding to Take on a Task J. Cognit. Dev. (IF 2.58) Pub Date : 2022-12-12 Jinjing (Jenny) Wang, Elizabeth Bonawitz
ABSTRACT Sometimes we should persist to succeed. But other times it might be wiser to give up on the task at hand and focus our energy on something new. Knowing whether a task is worth the effort potentially requires multiple capacities, including sensitivity to one’s own likelihood to succeed on the current problem, the associated costs with continuing to pursue it, and evaluation of opportunities
-
Ordinality and Verbal Framing Influence Preschoolers’ Memory for Spatial Structure J. Cognit. Dev. (IF 2.58) Pub Date : 2022-12-08 Helen Branyan, Elisheva Cooper, Samuel Shaki, Koleen McCrink
ABSTRACT During the preschool years, children are simultaneously undergoing a reshaping of their mental number line and becoming increasingly sensitive to the social norms expressed by those around them. In the current study, 4- and 5-year-old American and Israeli children were given a task in which an experimenter laid out chips with numbers (1–5), letters (A-E), or colors (Red-Blue, the first colors
-
The Emergence and Development of Future-Oriented Cognition in Toddlerhood: The Contribution of Cognitive and Language Abilities J. Cognit. Dev. (IF 2.58) Pub Date : 2022-12-05 Ege Kamber, Tessa R. Mazachowsky, Caitlin E. V. Mahy
ABSTRACT The development of children’s future-oriented cognition has become a popular research topic in the past two decades. Much of this research focuses on the preschool and middle childhood years, but very little is known about the future-oriented cognitive abilities of toddlers and young preschoolers. The present study investigated the emergence of future-oriented cognition in toddlerhood and
-
Children Prefer Familiar Fantasy, but not Anthropomorphism, in Their Storybooks J. Cognit. Dev. (IF 2.58) Pub Date : 2022-11-30 Sierra Eisen, Jessica Taggart, Angeline S. Lillard
ABSTRACT Children’s storybooks often contain fantasy elements, from dragons and wizards to anthropomorphic animals that wear clothes, talk, and behave like humans. These elements can impact children’s learning from storybooks both positively and negatively, perhaps due in part to their ability to capture children’s interest and attention. Prior research has found that children prefer realistic to make-believe
-
The Origins of Theory of Mind in Infant Social Cognition: Investigating Longitudinal Pathways from Intention Understanding and Joint Attention to Preschool Theory of Mind J. Cognit. Dev. (IF 2.58) Pub Date : 2022-11-25 Amanda C. Brandone, Wyntre Stout
ABSTRACT A growing body of literature has established longitudinal associations between key social cognitive capacities emerging in infancy and children’s subsequent theory of mind. However, existing work is limited by modest sample sizes, narrow infant measures, and theory of mind assessments with restricted variability and generalizability. The current study aimed to extend this literature by (a)
-
Private Speech during Problem-Solving: Tool Innovation Challenges Both Preschoolers’ Cognitive and Emotion Regulation J. Cognit. Dev. (IF 2.58) Pub Date : 2022-11-17 Sabine Breyel, Sabina Pauen
ABSTRACT The current study examined children’s spontaneous private speech during the vertical and the horizontal Tube Task to shed light on the cognitive, motivational, and emotional processes underlying tool innovation. Tool innovation is defined as solving a novel problem by using or modifying objects in a new and useful way without prior instructions. Relations between private speech of 3- to 4-year-old
-
Studying the Development of Navigation Using Virtual Environments J. Cognit. Dev. (IF 2.58) Pub Date : 2022-10-19 Kim V. Nguyen, Merve Tansan, Nora S. Newcombe
ABSTRACT Research on spatial navigation is essential to understanding how mobile species adapt to their environments. Such research increasingly uses virtual environments (VEs) because, although VE has drawbacks, it allows for standardization of procedures, precision in measuring behaviors, ease in introducing variation, and cross-investigator comparability. Developmental researchers have used a wide