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1.
The goal was to examine the scope and development of early visual memory durability. We investigated individual- and age-related differences across three unique tasks in 6- to 12-month-olds (Mage = 8.87, N = 49) by examining the effect of increased delay on memory performance. Results suggest longer-term memory processes are quantifiable by 8 months using a modified Change Detection paradigm and spatial-attention cueing processes are quantifiable by 10 months using a modified Delayed Response paradigm, utilizing 500–1,250 ms delays. Performance improved from 6 to 12 months and longer delays impaired performance. We found no evidence for success on the Delayed Match Retrieval task at any age. These outcomes help inform our understanding of infant visual memory durability and its emergence throughout early development.  相似文献   

2.
Individual differences in infant attention are theorized to reflect the speed of information processing and are related to later cognitive abilities (i.e., memory, language, and intelligence). This study provides the first systematic longitudinal analysis of infant attention and early childhood executive function (EF; e.g., working memory, inhibitory control, cognitive flexibility). A group of 5‐month‐olds (n = 201) were classified as short or long lookers. At 24, 36, and 48 months of age, children completed age‐appropriate EF tasks. Infant short lookers (i.e., more efficient information processors) exhibited higher EF throughout early childhood as compared to infant long lookers, even after controlling for verbal ability (a potential indicator of intelligence). These findings are discussed in relation to the emergence of executive attention.  相似文献   

3.
We explored children's and adults’ ability to disengage from current physiological states when forecasting future desires. In Study 1, 8‐ to 13‐year‐olds and adults (N = 104) ate pretzels (to induce thirst) and then predicted and explained what they would want tomorrow, pretzels or water. Demonstrating life‐span continuity, approximately 70% of participants, regardless of age, chose water and referenced current thirst as their rationale. Individual differences in working memory and undergraduate grade point average were positively related to performance on the pretzel task. In Study 2, we obtained baseline preferences from adults (N = 35) and confirmed that, prior to consuming pretzels, people do not anticipate wanting water more than pretzels the next day. Together, these findings indicate that both children and adults are tethered to the present when forecasting their future desires.  相似文献   

4.
We examined visual recognition memory and executive functioning (spatial working memory [SWM], spatial planning, rule learning, and attention shifting) in 12‐year‐olds (n = 150) who participated in the Bucharest Early Intervention Project, a randomized controlled trial of foster care for institutionally reared children. Similar to prior reports at 8 years of age, institutionally reared children showed significant deficits in visual recognition memory and SWM. Deficits in attention shifting and rule learning were also apparent at this time point. These data suggest that early experiences continue to shape the development of memory, learning, and executive functioning processes in preadolescence, which may explain broader cognitive and learning difficulties commonly associated with severe early life neglect.  相似文献   

5.
Temporal memory in 7‐year‐olds, 10‐year‐olds, and young adults (N = 78) was examined introducing a novel eye‐movement paradigm. Participants learned object sequences and were tested under three conditions: temporal order, temporal context, and recognition. Age‐related improvements in accuracy were found across conditions; accuracy in the temporal conditions was correlated with conventional time knowledge. Eye movements tracked the veridicality of temporal order memory in adults and 10‐year‐olds seconds before providing memory judgments, suggesting that these movements reflect implicit access to temporal information. Seven‐year‐olds overall did not show this eye‐movement effect, but those who did were more accurate than those who did not. Results suggest that eye movements capture aspects of temporal memory development that precede overt decision processes—with implications for hippocampal development.  相似文献   

6.
This study examined how timing (i.e., relative maturity) and rate (i.e., how quickly infants attain proficiency) of A‐not‐B performance were related to changes in brain activity from age 6 to 12 months. A‐not‐B performance and resting EEG (electroencephalography) were measured monthly from age 6 to 12 months in 28 infants and were modeled using logistic and linear growth curve models. Infants with faster performance rates reached performance milestones earlier. Infants with faster rates of increase in A‐not‐B performance had lower occipital power at 6 months and greater linear increases in occipital power. The results underscore the importance of considering nonlinear change processes for studying infants’ cognitive development as well as how these changes are related to trajectories of EEG power.  相似文献   

7.
Episodic memory shows striking improvement during early childhood. However, neural contributions to these behavioral changes are not well understood. This study examined associations between episodic memory and volume of subregions (head, body, and tail) of the hippocampus—a structure known to support episodic memory in school‐aged children and adults—during early childhood (n = 45). Results revealed significant positive relations between episodic memory and volume of the hippocampal head in both the left and right hemispheres for 6‐ but not 4‐year‐old children, suggesting brain–behavior relations vary across development. These findings add new information regarding neural mechanisms of change in memory development during early childhood and suggest that developmental differences in hippocampal subregions may contribute to age‐related differences in episodic memory ability.  相似文献   

8.
Educare is a birth to age 5 early education program designed to reduce the achievement gap between children from low‐income families and their more economically advantaged peers through high‐quality center‐based programming and strong school–family partnerships. This study randomly assigned 239 children (< 19 months) from low‐income families to Educare or a business‐as‐usual control group. Assessments tracked children 1 year after randomization. Results revealed significant differences favoring treatment group children on auditory and expressive language skills, parent‐reported problem behaviors, and positive parent–child interactions. Effect sizes were in the modest to medium range. No effects were evident for observer‐rated child behaviors or parent‐rated social competence. The overall results add to the evidence that intervening early can set low‐income children on more positive developmental courses.  相似文献   

9.
Using an epidemiological sample (N = 1,117) and a prospective longitudinal design, this study tested the direct and indirect effects of preverbal and verbal communication (15 months to 3 years) on executive function (EF) at age 4 years. Results indicated that whereas gestures (15 months), as well as language (2 and 3 years), were correlated with later EF (φs ≥ .44), the effect was entirely mediated through later language. In contrast, language had significant direct and indirect effects on later EF. Exploratory analyses indicated that the pattern of results was comparable for low‐ and not‐low‐income families. The results were consistent with theoretical accounts of language as a precursor of EF ability, and highlighted gesture as an early indicator of EF.  相似文献   

10.
Matching the timing of one's movements to the movements of others has been proposed to increase affiliation and prosociality. Although coordinated movements facilitate early social interactions, not much is known about the mechanisms and effects of movement synchrony throughout development. Two studies investigated 12‐month‐olds' (Study 1, N = 40) and 9‐month‐olds' (Study 2, N = 41) preferences for synchronous others in a social as opposed to a nonsocial context. It was found that movement synchrony exclusively guides infants' social choices at 12 months. In contrast, 9‐month‐olds did not show any preferences for synchronous movements in social or nonsocial contexts. Results suggest that movement synchrony is important in guiding infants' social preferences and its effects emerge toward the end of the 1st year of life.  相似文献   

11.
Prematurity may cause hippocampal compromise. Therefore, hippocampus‐dependent memory processes (recollection‐based retrieval) may be more impaired than hippocampus‐independent processes (familiarity‐based retrieval). The memory of 18 children born preterm with reduced hippocampal volumes, without neonatal complications (weeks of gestation < 34, weight < 1,600 g), and 15 controls (8–10 years) was tested using an item recognition task. While groups were equal in memory performance, dissociation was found: The event‐related potential (ERP) correlate of familiarity was intact in the preterm group, whereas the correlate of recollection was attenuated. A follow‐up experiment ruled out that this was due to general cognitive deficits. Furthermore, gestational age correlated with the ERP index of recollection. Thus, recognition memory in preterm children may be characterized by a compensation of attenuated recollection by familiarity.  相似文献   

12.
Data from 1,364 children and families who participated in the National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development were analyzed to track the early correlates and later academic outcomes of planning during middle childhood. Maternal education, through its effect on parenting quality when children were 54 months old, predicts their concurrent performance on sustained attention, inhibition, and short‐term verbal memory tests. This performance predicts planning in first grade, which predicts third‐grade reading and mathematics attainment, but not the rate of growth in academic skills from first to fifth grades. This path was also found when the same parenting, cognitive, and academic constructs were measured at later time points.  相似文献   

13.
The cognitive functioning of children who experience intimate partner violence (IPV) has received less attention than their emotional-behavioral outcomes. Drawing upon data from 615 (48.4% female) 10-year-old Australian-born children and their mothers (9.6% of mothers born in non-English speaking countries) participating in a community-based longitudinal study between 2004 and 2016, this study examined the associations between IPV in infancy and cognition in middle childhood (at age 10). Results showed that IPV in the first 12 months of life was associated with lower general cognitive ability and poorer executive attention but not working memory skills. IPV in middle childhood (in the 10th year postpartum) was not associated with cognition. This study provides evidence for the long-term impact of early life exposure to IPV on children's cognition, and points to the importance of early intervention to optimize development.  相似文献   

14.
This four‐wave prospective longitudinal study evaluated stability of language in 324 children from early childhood to adolescence. Structural equation modeling supported loadings of multiple age‐appropriate multisource measures of child language on single‐factor core language skills at 20 months and 4, 10, and 14 years. Large stability coefficients (standardized indirect effect = .46) were obtained between language latent variables from early childhood to adolescence even when accounting for child nonverbal intelligence and social competence and maternal verbal intelligence, education, speech, and social desirability. Stability coefficients were similar for girls and boys. Stability of core language skill was stronger from 4 to 10 to 14 years than from 20 months to 4 years, so early intervention to improve lagging language is recommended.  相似文献   

15.
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16.
This study examined the bidirectionality between kindergarten children's executive functioning (EF) and word reading across two time points. Participants were 523 Hong Kong Chinese-speaking children (mean age at Time 2 = 64.59 months; 52.9% male) and their parents. At Time 1, children were administered the measures of EF skills: inhibitory control, attention shifting, working memory and Chinese word reading. They were reassessed with these measures at Time 2 one year later. Results from the cross-lagged panel model revealed that, controlling for child age, gender and parental education levels, children's word reading at Time 1 was significantly predictive of their working memory at Time 2, but that the three EF skills at Time 1 were not predictive of word reading at Time 2. These findings underscored the role of early word reading in promoting children's working memory.  相似文献   

17.
Longitudinal data were obtained from 157 children aged 3 years 3 months to 5 years 6 months at Time 1. At Time 2 these children had aged an average of 12 months. Theory of mind (ToM) and executive functioning (EF) were measured at both time points. Results suggest that Time 1 ToM scores predict Time 2 EF scores. Detailed examination of sibling influences suggests that benefits—in terms of advanced ToM development—accrue to children with siblings versus without, and to those with a larger number of child‐aged siblings. Any advance in either area (ToM or EF) is likely to benefit the other, and early sibling interaction appears to act as a catalyst.  相似文献   

18.
Developmental Changes in Executive Functioning   总被引：1，自引：0，他引：1  
Although early studies of executive functioning in children supported Miyake et al.'s (2000) three‐factor model, more recent findings supported a variety of undifferentiated or two‐factor structures. Using a cohort‐sequential design, this study examined whether there were age‐related differences in the structure of executive functioning among 6‐ to 15‐year‐olds (N = 688). Children were tested annually on tasks designed to measure updating and working memory, inhibition, and switch efficiency. There was substantial task‐based variation in developmental patterns on the various tasks. Confirmatory factor analyses and tests for longitudinal factorial invariance showed that data from the 5‐ to 13‐year‐olds conformed to a two‐factor structure. For the 15‐year‐olds, a well‐separated three‐factor structure was found.  相似文献   

19.
A key prediction of cognitive theories of gender development concerns developmental trajectories in the relative strength or rigidity of gender typing. To examine these trajectories in early childhood, 229 children (African American, Mexican American, and Dominican American) were followed annually from age 3 to 5 years, and gender‐stereotypical appearance, dress‐up play, toy play, and sex segregation were examined. High gender‐typing was found across ethnic groups, and most behaviors increased in rigidity, especially from age 3 to 4 years. In addressing controversy surrounding the stability and structure of gender‐typing it was found that from year to year, most behaviors showed moderately stable individual differences. Behaviors were uncorrelated within age but showed more concordance in change across time, suggesting that aspects of gender‐typing are multidimensional, but still show coherence.  相似文献   

20.
Studies with adults suggest that implicit preferences favoring White versus Black individuals can be reduced through exposure to positive Black exemplars. However, it remains unclear whether developmental differences exist in the capacity for these biases to be changed. This study included 369 children and examined whether their implicit racial bias would be reduced following exposure to positive Black exemplars. Results showed that children's implicit pro‐White bias was reduced following exposure to positive Black exemplars, but only for older children (Mage = ~10 years). Younger children's (Mage = ~7 years) implicit bias was not affected by this intervention. These results suggest developmental differences in the malleability of implicit racial biases and point to possible age differences in intervention effectiveness.  相似文献   

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