Stability and change of cool and hot executive functions across middle childhood and early adolescence: A person-oriented longitudinal perspective.

With the aim of unraveling the developmental dynamics of executive functions (EF), this person-oriented longitudinal study investigated the stability and change of EF across 3 years from middle childhood into early adolescence. A community sample of 1,657 school children (52% female) completed behavioral tasks measuring three cool (inhibition, working memory updating, cognitive flexibility) and two hot EF facets (affective decision making [DM], delay of gratification) at three timepoints. Via random-intercept latent transition analyses, children were assigned to one of four profiles of EF performance at T1 ( = 8.

Goal saliency and verbal information influence the imitation of movements and goals in 20-to 22-month-old toddlers.

Previous research has suggested that infants and toddlers prioritize the imitation of goals over movements, but recent evidence revealed a more flexible pattern of imitation that depended on the visual saliency or efficiency of movements and goals. This study investigated how visual saliency of action goals alongside verbal information influences toddlers' action processing and imitation. Twenty- to 22-month-old toddlers observed a toy animal being moved in a particular style toward one of two goals.

Individual Differences in Infants' Speech Segmentation Performance: The Role of Mother-Infant Cardiac Synchrony.

Caregiver-infant coregulation is an early form of communication. This study investigated whether mother-infant biological coregulation is associated with 9-month-olds' word segmentation performance, a crucial milestone predicting language development. We hypothesized that coregulation would relate with infants' word segmentation performance.

Respiratory and cardiac interoceptive sensitivity in the first two years of life.

Several recent theoretical accounts have posited that interoception, the perception of internal bodily signals, plays a vital role in early human development. Yet, empirical evidence of cardiac interoceptive sensitivity in infants to date has been mixed. Furthermore, existing evidence does not go beyond the perception of cardiac signals and focuses only on the age of 5-7 mo, limiting the generalizability of the results.

Perspective matters in goal-predictive gaze shifts during action observation: Results from 6-, 9-, and 12-month-olds and adults.

Research on goal-predictive gaze shifts in infancy so far has mostly focused on the effect of infants' experience with observed actions or the effect of agency cues that the observed agent displays. However, the perspective from which an action is presented to the infants (egocentric vs. allocentric) has received only little attention from researchers despite the fact that the natural observation of own actions is always linked to an egocentric perspective, whereas the observation of others' actions is often linked to an allocentric perspective.

How children come to (not) detect and apply multiple functions for objects: Rethinking perseveration and functional fixedness.

Although humans acquire sophisticated and flexible tool-use skills rapidly throughout childhood, young children and adults still show difficulties using the same object for different functions, manifesting in, for example, perseveration or functional fixedness. This paper presents a novel model proposing bottom-up processes taking place during the acquisition of tool-use abilities through active interaction with objects, resulting in two kinds of cognitive representations of an object: a lower-level, action-centered representation and a higher-level, purpose-centered one. In situations requiring the use of an object to attain a goal, the purpose-centered representation is activated quickly, allowing for an immediate detection of suitable tools.

Profiles of executive functions in middle childhood and prediction of later self-regulation.

Most research on the development of executive functions (EF) has applied variable-oriented approaches, neglecting the potential inter- and intraindividual interplay of these capacities. In a person-oriented approach, the present study identified varying profiles of performance for three cool EF facets: inhibition, working-memory updating, and cognitive flexibility, as well as two hot EF facets: affective decision-making and delay of gratification, in a community sample of 1,657 children (T1; age: 6-11 years,  = 8.36 years, 52.

The impact of goal saliency and verbal information on selective imitation in 16- to 18-month-olds.

This study aimed to assess which action component (movement or goal) infants prioritize in their imitation behavior when they get information about its relevance from two important sources: perceptual goal saliency and experimenter's verbal information. 16- to 18-month-olds (N = 72) observed how the experimenter moved a toy mouse with a hopping or sliding movement onto one of two empty spaces (low goal saliency) or 2D circles (medium saliency), or inside one of two 3D houses (high saliency). Before the demonstration, the experimenter verbally announced the movement style or the goal.

Better in sync: Temporal dynamics explain multisensory word-action-object learning in early development.

We investigated the temporal impact of multisensory settings on children's learning of word-object and action-object associations at 1- and 2-years of age. Specifically, we examined whether the temporal alignment of words and actions influenced the acquisition of novel word-action-object associations. We used a preferential looking and violation of expectation task in which infants and young children were first presented with two distinct word-object and action-object pairings either in a synchronous (overlapping in time) or sequential manner (one after the other).

Words and arbitrary actions in early object categorization: weak evidence for a word advantage.

Both words and gestures have been shown to influence object categorization, often even overriding perceptual similarities to cue category membership. However, gestures are often meaningful to infants while words are arbitrarily related to an object they refer to, more similar to arbitrary actions that can be performed on objects. In this study, we examine how words and arbitrary actions shape category formation.

Mother-infant social gaze dynamics relate to infant brain activity and word segmentation.

The 'social brain', consisting of areas sensitive to social information, supposedly gates the mechanisms involved in human language learning. Early preverbal interactions are guided by ostensive signals, such as gaze patterns, which are coordinated across body, brain, and environment. However, little is known about how the infant brain processes social gaze in naturalistic interactions and how this relates to infant language development.

Tool mastering today - an interdisciplinary perspective.

Tools have coined human life, living conditions, and culture. Recognizing the cognitive architecture underlying tool use would allow us to comprehend its evolution, development, and physiological basis. However, the cognitive underpinnings of tool mastering remain little understood in spite of long-time research in neuroscientific, psychological, behavioral and technological fields.

Interoceptive accuracy is associated with benefits in decision making in children.

Introduction: Decision making results not only from logical analyses, but seems to be further guided by the ability to perceive somatic information (interoceptive accuracy). Relations between interoceptive accuracy and decision making have been exclusively studied in adults and with regard to complex, uncertain situations (as measured by the Iowa Gambling Task, IGT).

Methods: In the present study, 1454 children (6-11 years) were examined at two time points (approximately 1 year apart) using an IGT as well as a delay-of-gratification task for sweets-items and toy-items.

The role of mother-infant emotional synchrony in speech processing in 9-month-old infants.

Rhythmicity characterizes both interpersonal synchrony and spoken language. Emotions and language are forms of interpersonal communication, which interact with each other throughout development. We investigated whether and how emotional synchrony between mothers and their 9-month-old infants relates to infants' word segmentation as an early marker of language development.

The Impact of Action Effects on Infants' Predictive Gaze Shifts for a Non-Human Grasping Action at 7, 11, and 18 Months.

During the observation of goal-directed actions, infants usually predict the goal at an earlier age when the agent is familiar (e.g., human hand) compared to unfamiliar (e.

Emergent Goal-Anticipatory Gaze in Infants via Event-Predictive Learning and Inference.

From about 7 months of age onward, infants start to reliably fixate the goal of an observed action, such as a grasp, before the action is complete. The available research has identified a variety of factors that influence such goal-anticipatory gaze shifts, including the experience with the shown action events and familiarity with the observed agents. However, the underlying cognitive processes are still heavily debated.

Kinematic boundary cues modulate 12-month-old infants' segmentation of action sequences: An ERP study.

Human infants can segment action sequences into their constituent actions already during the first year of life. However, work to date has almost exclusively examined the role of infants' conceptual knowledge of actions and their outcomes in driving this segmentation. The present study examined electrophysiological correlates of infants' processing of lower-level perceptual cues that signal a boundary between two actions of an action sequence.

The impact of salient action effects on 6-, 7-, and 11-month-olds' goal-predictive gaze shifts for a human grasping action.

When infants observe a human grasping action, experience-based accounts predict that all infants familiar with grasping actions should be able to predict the goal regardless of additional agency cues such as an action effect. Cue-based accounts, however, suggest that infants use agency cues to identify and predict action goals when the action or the agent is not familiar. From these accounts, we hypothesized that younger infants would need additional agency cues such as a salient action effect to predict the goal of a human grasping action, whereas older infants should be able to predict the goal regardless of agency cues.

Executive Function, Theory of Mind, and Conduct-Problem Symptoms in Middle Childhood.

Studies show relations between executive function (EF), Theory of Mind (ToM), and conduct-problem (CP) symptoms. However, many studies have involved cross-sectional data, small clinical samples, pre-school children, and/or did not consider potential mediation effects. The present study examined the longitudinal relations between EF, ToM abilities, and CP symptoms in a population-based sample of 1,657 children between 6 and 11 years (T1: = 8.

Eighteen-month-olds integrate verbal cues into their action processing: Evidence from ERPs and mu power.

Behavioral research has shown that infants use both behavioral cues and verbal cues when processing the goals of others' actions. For instance, 18-month-olds selectively imitate an observed goal-directed action depending on its (in)congruence with a model's previous verbal announcement of a desired action goal. This EEG-study analyzed the electrophysiological underpinnings of these behavioral findings on the two functional levels of conceptual action processing and motor activation.

Consistency of co-occurring actions influences young children's word learning.

Communication with young children is often multimodal in nature, involving, for example, language and actions. The simultaneous presentation of information from both domains may boost language learning by highlighting the connection between an object and a word, owing to temporal overlap in the presentation of multimodal input. However, the overlap is not merely temporal but can also covary in the extent to which particular actions co-occur with particular words and objects, e.

Word-object and action-object association learning across early development.

Successful communication often involves comprehension of both spoken language and observed actions with and without objects. Even very young infants can learn associations between actions and objects as well as between words and objects. However, in daily life, children are usually confronted with both kinds of input simultaneously.