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301.
Everyone agrees that infants possess general mechanisms for learning about the world, but the existence and operation of more specialized mechanisms is controversial. One mechanism—rule learning—has been proposed as potentially specific to speech, based on findings that 7‐month‐olds can learn abstract repetition rules from spoken syllables (e.g. ABB patterns: wo‐fe‐fe, ga‐tu‐tu…) but not from closely matched stimuli, such as tones. Subsequent work has shown that learning of abstract patterns is not simply specific to speech. However, we still lack a parsimonious explanation to tie together the diverse, messy, and occasionally contradictory findings in that literature. We took two routes to creating a new profile of rule learning: meta‐analysis of 20 prior reports on infants’ learning of abstract repetition rules (including 1,318 infants in 63 experiments total), and an experiment on learning of such rules from a natural, non‐speech communicative signal. These complementary approaches revealed that infants were most likely to learn abstract patterns from meaningful stimuli. We argue that the ability to detect and generalize simple patterns supports learning across domains in infancy but chiefly when the signal is meaningfully relevant to infants’ experience with sounds, objects, language, and people. 相似文献
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303.
Christine E. Potter Eva Fourakis Elizabeth Morin‐Lessard Krista Byers‐Heinlein Casey Lew‐Williams 《Developmental science》2019,22(4)
In bilingual language environments, infants and toddlers listen to two separate languages during the same key years that monolingual children listen to just one and bilinguals rarely learn each of their two languages at the same rate. Learning to understand language requires them to cope with challenges not found in monolingual input, notably the use of two languages within the same utterance (e.g., Do you like the perro? or ¿Te gusta el doggy?). For bilinguals of all ages, switching between two languages can reduce the efficiency in real‐time language processing. But language switching is a dynamic phenomenon in bilingual environments, presenting the young learner with many junctures where comprehension can be derailed or even supported. In this study, we tested 20 Spanish–English bilingual toddlers (18‐ to 30‐months) who varied substantially in language dominance. Toddlers’ eye movements were monitored as they looked at familiar objects and listened to single‐language and mixed‐language sentences in both of their languages. We found asymmetrical switch costs when toddlers were tested in their dominant versus non‐dominant language, and critically, they benefited from hearing nouns produced in their dominant language, independent of switching. While bilingualism does present unique challenges, our results suggest a united picture of early monolingual and bilingual learning. Just like monolinguals, experience shapes bilingual toddlers’ word knowledge, and with more robust representations, toddlers are better able to recognize words in diverse sentences. 相似文献
304.
Jelena Obradovi Jenna E. Finch Ximena A. Portilla Muneera A. Rasheed Nicole Tirado‐Strayer Aisha K. Yousafzai 《Developmental science》2019,22(5)
This study extends the methodological and theoretical understanding of executive functions (EFs) in preschoolers from low‐ and middle‐income countries (LMIC). First, the authors describe a rigorous process of adapting and evaluating six EF tasks to produce a culturally and developmentally appropriate measure of emerging EFs in a large sample of at‐risk children in rural Pakistan. Next, the authors identify critical developmental and family factors that relate to preschoolers’ EFs over the first 4 years of life. Direct assessment of children's general cognitive skills at age two showed developmental continuity with EFs at age four, and these early cognitive skills mediated the effect of an antecedent parenting intervention on EFs as well as associations of targeted individual and family factors with EFs. Furthermore, directly assessed maternal cognitive capacities and observed maternal scaffolding uniquely predicted EFs in preschoolers. This study is also the first to demonstrate a significant overlap between direct assessments of IQ and EFs in young children from LMIC. Children's general intelligence mediated the associations of EFs with antecedent physical growth and cognitive skills as well as concurrent family factors (maternal verbal intelligence, maternal scaffolding, and home stimulation). After controlling for shared variance between preschoolers’ general intelligence and EFs, three factors emerged as unique predictors of EFs: exposure to an early parenting intervention, physical growth status at age two, and number of older siblings. The findings have important implications for the design of interventions that aim to improve EFs in young children in LMIC. A video abstract of this article can be viewed at https://vimeo.com/316329544/5abde94cd7 相似文献
305.
Joan Paul Pozuelos Lina M. Combita Alicia Abundis Pedro M. Paz‐Alonso ngela Conejero Sonia Guerra M. Rosario Rueda 《Developmental science》2019,22(2)
Interventions including social scaffolding and metacognitive strategies have been used in educational settings to promote cognition. In addition, increasing evidence shows that computerized process‐based training enhances cognitive skills. However, no prior studies have examined the effect of combining these two training strategies. The goal of this study was to test the combined effect of metacognitive scaffolding and computer‐based training of executive attention in a sample of typically developing preschoolers at the cognitive and brain levels. Compared to children in the regular training protocol and an untrained active control group, children in the metacognitive group showed larger gains on intelligence and significant increases on an electrophysiological index associated with conflict processing. Moreover, changes in the conflict‐related brain activity predicted gains in intelligence in the metacognitive scaffolding group. These results suggest that metacognitive scaffolding boosts the influence of process‐based training on cognitive efficiency and brain plasticity related to executive attention. 相似文献
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307.
Kirby Deater‐Deckard Jennifer Godwin Jennifer E. Lansford Liliana Maria Uribe Tirado Saengduean Yotanyamaneewong Liane Pea Alampay Suha M. Al‐Hassan Dario Bacchini Marc H. Bornstein Lei Chang Laura Di Giunta Kenneth A. Dodge Paul Oburu Concetta Pastorelli Ann T. Skinner Emma Sorbring Laurence Steinberg Sombat Tapanya 《Developmental science》2019,22(5)
The current longitudinal study is the first comparative investigation across low‐ and middle‐income countries (LMICs) to test the hypothesis that harsher and less affectionate maternal parenting (child age 14 years, on average) statistically mediates the prediction from prior household chaos and neighborhood danger (at 13 years) to subsequent adolescent maladjustment (externalizing, internalizing, and school performance problems at 15 years). The sample included 511 urban families in six LMICs: China, Colombia, Jordan, Kenya, the Philippines, and Thailand. Multigroup structural equation modeling showed consistent associations between chaos, danger, affectionate and harsh parenting, and adolescent adjustment problems. There was some support for the hypothesis, with nearly all countries showing a modest indirect effect of maternal hostility (but not affection) for adolescent externalizing, internalizing, and scholastic problems. Results provide further evidence that chaotic home and dangerous neighborhood environments increase risk for adolescent maladjustment in LMIC contexts, via harsher maternal parenting. 相似文献
308.
American culture is known for its emphasis on freedom‐promoting values such as self‐determination and autonomy. Yet, a large segment of American society endorses a conservative ideology that seems to go against these values. In this article, we empirically show that conservatives’ weaker endorsement of autonomy values predicts a preference to be an amorphous entity in a tight, uniform group (Study 1A). We do so by implementing a novel measure of sociocultural tightness that is not based on self‐report items. We subsequently show that cultural (East–West) differences in this preference can be explained through a similar mechanism (Study 1B). Hence, we show that some cognitive processes of American conservatives are similar to those of individuals coming from more collectivist, non‐Western societies. 相似文献
309.
Moral foundations theory provides a framework for understanding the traditional liberal–conservative dichotomy in political factions. Typically, factions on the liberal side are more concerned with individualizing foundations—including care/harm and fairness/cheating—for the protection of individual rights and welfare whereas factions on the conservative side are concerned with both individualizing and binding foundations—including loyalty/betrayal, authority/subversion, and sanctity/degradation—for the maintenance of existing social ethics. Our research extended this framework to the analysis of Taiwanese political factions, which are not distributed conspicuously along the liberal–conservative line but instead on whether Taiwan should become a legally independent state or unify with the People's Republic of China (Mainland China). Our results indicate that despite the scarce use of the terms liberal or left and conservative or right in common communication, a liberal–conservative dimension underlies the Taiwanese political spectrum. Specifically, supporters of Taiwan independence exhibit liberal‐like moral concerns whereas supporters of China unification and the status quo demonstrate conservative‐like moral concerns. Moreover, indirect effects exist through moral foundations from political factions to stances on social issues; this is especially prevalent in the case of Taiwan independence camp's clear support for the legalization of same‐sex marriage, a stance resulting from anti‐authoritarian moral and political characteristics. 相似文献
310.
Over the last decade, the discipline of religious studies has promoted religious literacy as both an invaluable contribution to curriculum and an indispensable social good. While much has been written on the importance of the study of religion for the development of religious literacy, little attention has been given to the identification of the disciplinary skills and content knowledge (or what we refer to as religious studies competencies) a student develops through extended study of religion. In this essay, we present an example of how to integrate a religious studies competency‐based model into program design and implementation. We argue that the transition to a competency‐based religious studies program has two potential benefits. First, competency program design provides an opportunity to redesign and update religious studies programs in a more responsible manner that aligns with our students, institution, discipline, and profession. Second, competency program design facilitates the conditions where we can better avoid duplicating the much criticized world religions paradigm. 相似文献