1
|
Frick A, Wright HR, Witt A, Taconnat L. The underlying processes of episodic memory development: From a unique contribution of representation to the increasing use of semantic organization supported by cognitive control. COGNITIVE DEVELOPMENT 2022. [DOI: 10.1016/j.cogdev.2022.101217] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
|
2
|
A review of the differential contributions of language abilities to children’s eyewitness memory and suggestibility. DEVELOPMENTAL REVIEW 2022. [DOI: 10.1016/j.dr.2021.101009] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
|
3
|
The Mediating Effect of Children’s Playfulness on the Relationship Between Their Executive Function and Peer Competence. ADONGHAKOEJI 2020. [DOI: 10.5723/kjcs.2020.41.4.61] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
|
4
|
Milojevich HM, Quas JA. Parental Attachment and Children's Memory for Attachment-Relevant Stories. APPLIED DEVELOPMENTAL SCIENCE 2018; 21:14-29. [PMID: 29308006 DOI: 10.1080/10888691.2016.1140577] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
Despite evidence that parents' attachment is associated with children's memory, less is known about the mechanisms underlying this association or the contexts in which the association is most meaningful. The present study examined whether parents' attachment predicted children's memory for stories about attachment-related topics, whether the cohesiveness of children's stories mediated the association between attachment and memory, and whether the association varied by interview support at retrieval. Five- to 6-year-olds completed attachment-relevant stories while parents provided information about their romantic attachment. Children's stories were coded for cohesiveness. A week later, children's memory for their stories was tested by either a supportive or non-supportive interviewer. When the interview was non-supportive, greater parental avoidance was associated with poorer memory, whereas when the interview was supportive, greater parental avoidance was associated with fewer errors. Findings provide insight into the context under which parents' attachment is most influential in shaping children's memory.
Collapse
Affiliation(s)
- Helen M Milojevich
- Department of Psychology and Social Behavior, University of California, Irvine
| | - Jodi A Quas
- Department of Psychology and Social Behavior, University of California, Irvine
| |
Collapse
|
5
|
Andrews SJ, Ahern EC, Lamb ME. Children's Uncertain Responses when Testifying about Alleged Sexual Abuse in Scottish Courts. BEHAVIORAL SCIENCES & THE LAW 2017; 35:204-224. [PMID: 28429396 DOI: 10.1002/bsl.2286] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/14/2016] [Revised: 01/05/2017] [Accepted: 02/27/2017] [Indexed: 05/25/2023]
Abstract
This study examined the uncertain responses of 56 alleged sexual abuse victims, aged 5-17 years, testifying in Scottish criminal court trials. Don't know/remember ground rules were explained to 38% of the children and each child reported uncertainty in response to 15% of the questions on average. Uncertain responding was associated with expressions of resistance and confusion, questioning context (proportionally more regarding substantive than non-substantive issues), question content (least to disclosure-focused questions), utterance type (more to directives, particularly those posed by defense lawyers; more to recall-based than recognition prompts), and age (children in mid-adolescence were less likely to respond uncertainly than those who were either older or younger). There were no associations between expressions of uncertainty and ground rule administration, or with whether or not the question focused on central rather than peripheral details about the alleged crimes. Findings highlight concerns surrounding preparatory procedures to help witnesses, especially adolescents, indicate uncertainty when testifying. Copyright © 2017 John Wiley & Sons, Ltd.
Collapse
Affiliation(s)
| | | | - Michael E Lamb
- Department of Psychology, University of Cambridge, Cambridge, U.K
| |
Collapse
|
6
|
Petersen IT, Hoyniak CP, McQuillan ME, Bates JE, Staples AD. Measuring the development of inhibitory control: The challenge of heterotypic continuity. DEVELOPMENTAL REVIEW 2016; 40:25-71. [PMID: 27346906 PMCID: PMC4917209 DOI: 10.1016/j.dr.2016.02.001] [Citation(s) in RCA: 70] [Impact Index Per Article: 8.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/15/2023]
Abstract
Inhibitory control is thought to demonstrate heterotypic continuity, in other words, continuity in its purpose or function but changes in its behavioral manifestation over time. This creates major methodological challenges for studying the development of inhibitory control in childhood including construct validity, developmental appropriateness and sensitivity of measures, and longitudinal factorial invariance. We meta-analyzed 198 studies using measures of inhibitory control, a key aspect of self-regulation, to estimate age ranges of usefulness for each measure. The inhibitory control measures showed limited age ranges of usefulness owing to ceiling/floor effects. Tasks were useful, on average, for a developmental span of less than 3 years. This suggests that measuring inhibitory control over longer spans of development may require use of different measures at different time points, seeking to measure heterotypic continuity. We suggest ways to study the development of inhibitory control, with overlapping measurement in a structural equation modeling framework and tests of longitudinal factorial or measurement invariance. However, as valuable as this would be for the area, we also point out that establishing longitudinal factorial invariance is neither sufficient nor necessary for examining developmental change. Any study of developmental change should be guided by theory and construct validity, aiming toward a better empirical and theoretical approach to the selection and combination of measures.
Collapse
|
7
|
Lubin A, Regrin E, Boulc’h L, Pacton S, Lanoë C. Executive Functions Differentially Contribute to Fourth Graders’ Mathematics, Reading, and Spelling Skills. JOURNAL OF COGNITIVE EDUCATION AND PSYCHOLOGY 2016. [DOI: 10.1891/1945-8959.15.3.444] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Executive functions (EFs; working memory [WM], inhibition, and shifting) are widely known to play a critical role in school achievement. Among these EFs, WM appears to be implicated in numeracy and literacy. The contribution of inhibition and shifting to school achievement is less clear. Given the existing divergences in the literature and the importance of the interindividual differences in these domains, it seems important to assess EFs and scholastic skills in the same elementary school children. However, studies providing such an assessment are scarce. We explored whether EFs differentially contribute to mathematics, reading, and spelling skills in fourth-grade children (N = 71). The results revealed that (a) WM and inhibition accounted for unique variance in mathematics skills, (b) WM and shifting accounted for unique variance in reading skills, and (c) only shifting accounted for unique variance in spelling skills. The implications of these findings for children and teachers are discussed.
Collapse
|
8
|
Petersen IT, Bates JE, Staples AD. The role of language ability and self-regulation in the development of inattentive-hyperactive behavior problems. Dev Psychopathol 2015; 27:221-37. [PMID: 25025234 PMCID: PMC4294999 DOI: 10.1017/s0954579414000698] [Citation(s) in RCA: 50] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
Previous research has found associations but not established mechanisms of developmental linkage between language ability and inattentive-hyperactive (I-H) behavior problems. The present study examined whether self-regulation mediates the effect of language ability on later I-H behavior problems among young children (N = 120) assessed at 30, 36, and 42 months of age. Cross-lagged panel models tested the direction of effect between language ability and self-regulation and longitudinal effects of language ability on later I-H problems mediated by self-regulation. Language ability was measured by children's scores on the receptive and expressive language subtests of the Differential Ability Scales. Self-regulation was measured by three behavioral tasks requiring inhibitory control. I-H problems were reported by parents and secondary caregivers. Language ability predicted later self-regulation as measured by all three tasks. There was no association, however, between self-regulation and later language ability, suggesting that the direction of effect was stronger from language ability to later self-regulation. Moreover, the effect of language ability on later I-H behavior problems was mediated by children's self-regulation in one of the tasks (for secondary caregivers' but not parents' ratings). Findings suggest that language deficits may explain later I-H behavior problems via their prediction of poorer self-regulatory skills.
Collapse
|
9
|
Hritz AC, Royer CE, Helm RK, Burd KA, Ojeda K, Ceci SJ. Children's suggestibility research: Things to know before interviewing a child. ANUARIO DE PSICOLOGÍA JURÍDICA 2015. [DOI: 10.1016/j.apj.2014.09.002] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
|
10
|
Rajan V, Cuevas K, Bell MA. The Contribution of Executive Function to Source Memory Development in Early Childhood. JOURNAL OF COGNITION AND DEVELOPMENT 2014; 15:304-324. [PMID: 24829540 DOI: 10.1080/15248372.2013.763809] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
Age-related differences in episodic memory judgments assessing recall of fact information and the source of this information were examined. The role of executive function in supporting early episodic memory ability was also explored. Four- and 6-year-old children were taught 10 novel facts from two different sources (experimenter or puppet) and memory for both fact and source information was later tested. Measures of working memory, inhibitory control, and set-shifting were obtained to produce an indicator of children's executive function. Six-year-olds recalled more fact and source information than 4-year-olds. Regression analyses revealed that age, language ability, and executive function accounted for unique variance in children's fact recall and source recall performance. These findings suggest a link between episodic memory and executive function, and we propose that developmental investigations should further explore this association.
Collapse
|
11
|
Zajac R, O’Neill S, Hayne H. Disorder in the courtroom? Child witnesses under cross-examination. DEVELOPMENTAL REVIEW 2012. [DOI: 10.1016/j.dr.2012.06.006] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
|
12
|
The effects of verbal labels and vocabulary skill on memory and suggestibility. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2010. [DOI: 10.1016/j.appdev.2010.09.002] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
|
13
|
Montgomery DE, Koeltzow TE. A review of the day–night task: The Stroop paradigm and interference control in young children. DEVELOPMENTAL REVIEW 2010. [DOI: 10.1016/j.dr.2010.07.001] [Citation(s) in RCA: 71] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
|
14
|
Karpinski AC, Scullin MH. Suggestibility under pressure: Theory of mind, executive function, and suggestibility in preschoolers. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2009. [DOI: 10.1016/j.appdev.2009.05.004] [Citation(s) in RCA: 14] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
|
15
|
Zajac R, Jury E, O'Neill S. The role of psychosocial factors in young children's responses to cross-examination style questioning. APPLIED COGNITIVE PSYCHOLOGY 2009. [DOI: 10.1002/acp.1536] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
|
16
|
Best JR, Miller PH, Jones LL. Executive Functions after Age 5: Changes and Correlates. DEVELOPMENTAL REVIEW 2009; 29:180-200. [PMID: 20161467 DOI: 10.1016/j.dr.2009.05.002] [Citation(s) in RCA: 441] [Impact Index Per Article: 29.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Research and theorizing on executive function (EF) in childhood has been disproportionately focused on preschool age children. This review paper outlines the importance of examining EF throughout childhood, and even across the lifespan. First, examining EF in older children can address the question of whether EF is a unitary construct. The relations among the EF components, particularly as they are recruited for complex tasks, appear to change over the course of development. Second, much of the development of EF, especially working memory, shifting, and planning, occurs after age 5. Third, important applications of EF research concern the role of school-age children's EF in various aspects of school performance, as well as social functioning and emotional control. Future research needs to examine a more complete developmental span, from early childhood through late adulthood, in order to address developmental issues adequately.
Collapse
|
17
|
Hippolyte L, Iglesias K, Barisnikov K. A New Emotional Stroop-Like Task: Application to the Down Syndrome Population. Arch Clin Neuropsychol 2009; 24:293-300. [DOI: 10.1093/arclin/acp036] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022] Open
|
18
|
Fernyhough C, Bland K, Meins E, Coltheart M. Imaginary companions and young children's responses to ambiguous auditory stimuli: implications for typical and atypical development. J Child Psychol Psychiatry 2007; 48:1094-101. [PMID: 17995485 DOI: 10.1111/j.1469-7610.2007.01789.x] [Citation(s) in RCA: 40] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
BACKGROUND Previous research has reported a link between imaginary companions (ICs) in middle childhood and the perception of verbal material in ambiguous auditory stimuli. These findings have been interpreted in terms of commonalities in the cognitive processes underlying children's engagement with ICs and adults' reporting of imaginary verbal experiences such as auditory verbal hallucinations. The aim of the present study was to examine these relations using improved methodology and a younger sample of children for whom engagement with ICs would be expected to be particularly salient. METHOD Data on young children's (age range: 4-8 years) reporting of ICs were gathered in two studies (total N = 80). Responses to ambiguous auditory stimuli were investigated using the new Jumbled Speech task, which measures participants' likelihood of perceiving words in meaningless but speech-like auditory stimuli. RESULTS Reporting hearing words in the Jumbled Speech task was associated with having a parentally corroborated IC. Hearing words on the task and having an IC were unrelated to age, gender, verbal ability, and understanding of the stream of consciousness. CONCLUSIONS Findings are consistent with the hypothesis that engaging with ICs is one aspect of a general susceptibility to imaginary verbal experiences. We consider the implications for the assumption of continuity in psychopathological experiences between childhood and adulthood.
Collapse
|
19
|
Ceci SJ, Bruck M. Children's suggestibility: characteristics and mechanisms. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2006; 34:247-81. [PMID: 17120807 DOI: 10.1016/s0065-2407(06)80009-1] [Citation(s) in RCA: 13] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Stephen J Ceci
- Department of Human Development, Cornell University, Ithaca, NY 14853, USA
| | | |
Collapse
|