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Volume 12 Issue 3 (2016)

Early Vocabulary in Relation to Gender, Bilingualism, Type, and Duration of Childcare
pp. 130-144
First published on 30 September 2016 | DOI:10.5709/acp-0192-6
M. Stolarova, A. A. Brielmann, C. Wolf, T. Rinker, T. Burke, H. Baayen
Corresponding author:
Margarita Stolarova, Department of Children and Child Care, German Youth Institute, Munich, Germany.
E-mail: stolarova@dji.de
APA
Stolarova, M., Brielmann, A. A., Wolf, C., Rinker, T., Burke, T., & Baayen, H. (2016). Early Vocabulary in Relation to Gender, Bilingualism, Type, and Duration of Childcare. Advances in cognitive psychology, 12(3), 130-144. https://doi.org/10.5709/acp-0192-6
Abstract

This study investigates the predictive value of child-related and environmental characteristics for early lexical development. The German productive vocabulary of 51 2-year-olds (27 girls), assessed via parental report, was analyzed taking children’s gender, the type of early care they experienced, and their mono- versus bilingual language composition into consideration. The children were from an educationally homogeneous group of families and state-regulated daycare facilities with high structural quality. All investigated subgroups exhibited German vocabulary size within the expected normative range. Gender differences in vocabulary composition, but not in size, were observed. There were no general differences in vocabulary size or composition between the 2 care groups. An interaction between the predictors gender and care arrangement showed that girls without regular daycare experience before the age of 2 years had a somewhat larger vocabulary than all other investigated subgroups of children. The vocabulary size of the 2-year-old children in daycare correlated positively with the duration of their daycare experience prior to testing. The small subgroup of bilingual children investigated exhibited slightly lower but still normative German expressive vocabulary size and a different vocabulary composition compared to the monolingual children. This study expands current knowledge about relevant predictors of early vocabulary. It shows that in the absence of educational disadvantages the duration of early daycare experience of high structural quality is positively associated with vocabulary size but also points to the fact that environmental characteristics, such as type of care, might affect boys’ and girls’ early vocabulary in different ways.

Keywords: vocabulary acquisition, language development, early childhood education, ELAN, gender similarities, bilingual development

Has the Standard Cognitive Reflection Test Become a Victim of Its Own Success?
pp. 145-149
First published on 30 September 2016 | DOI:10.5709/acp-0193-5
Matthew Haigh
Corresponding author:
Matthew Haigh, Department of Psychology, Northumbria University, Newcastle upon Tyne, NE1 8ST, UK.
E-mail: matthew.haigh@northumbria.ac.uk
APA
Haigh M. (2016). Has the Standard Cognitive Reflection Test Become a Victim of Its Own Success?. Advances in cognitive psychology, 12(3), 145-149. https://doi.org/10.5709/acp-0193-5
Abstract

The Cognitive Reflection Test (CRT) is a hugely influential problem solving task that measures individual differences in the propensity to reflect on and override intuitive (but incorrect) solutions. The validity of this three-item measure depends on participants being naïve to its materials and objectives. Evidence from 142 volunteers recruited online suggests this is often not the case. Over half of the sample had previously seen at least one of the problems, predominantly through research participation or the media. These participants produced substantially higher CRT scores than those without prior exposure (2.36 vs. 1.48), with the majority scoring at ceiling level. Participants that had previously seen a specific problem (e.g., the bat and ball problem) nearly always solved that problem correctly. These data suggest the CRT may have been widely invalidated. As a minimum, researchers must control for prior exposure to the three problems and begin to consider alternative, extended measures of cognitive reflection.

Keywords: Cognitive Reflection Test, CRT, bat and ball problem, validity, test security

Zadania finansowane w ramach umowy 801/P-DUN/2018 ze środków Ministra Nauki i Szkolnictwa Wyższego przeznaczonych na działalność upowszechniającą naukę: Finansowanie zagranicznych redaktorów naczelnych; Przygotowanie i edycja anglojęzycznych publikacji; Upowszechnianie publikacji i ułatwianie dostępu do nich szerokiemu gronu odbiorców; Utworzenie nowej platformy do udostępniania artykułów. W latach 2022-2024 czasopismo naukowe Advances in Cognitive Psychology otrzymuje dofinansowanie w ramach programu Rozwój Czasopism Naukowych Ministerstwa Nauki i Szkolnictwa Wyższego (nr rejestracyjny wniosku/umowy: RCN/SN/0494/2021/1; wartość dofinansowania przyznanego przez Ministerstwo: 45,954.00 PLN; całkowita wartość zadania: 91,908.00 PLN; data podpisania umowy o dofinansowanie zadania: 23.12.2022). Projekt ma na celu podniesienie standardów naukowych i wydawniczych czasopism naukowych oraz zwiększenie ich międzynarodowego wpływu i zasięgu. Dofinansowanie przyznane Advances in Cognitive Psychology przez Ministerstwo są przeznaczone na: (a) opłatę licencji/dostępu do pakietu oprogramowania redakcyjnego, w tym systemu antyplagiatowego, oraz rejestracji numerów DOI dla publikowanych artykułów; (b) wdrożenie współczesnych najlepszych praktyk wydawniczych na poziomie system oprogramowania redakcyjnego, w tym integracji numerów DOI, (c) opłatę licencji/dostępu do programu do składu artykułów oraz (d) promocję czasopisma online wśród potencjalnych autorów i czytelników.

Tasks financed by the Ministry of Science and Higher Education on the basis of the contract no. 801/P-DUN/2018 out of the funds designed for activities promoting science: Preparation and editing of English versions of articles. Financing foreign Editors-in-Chief, Dissemination of publications and increasing their accessibility to a broad range of readers, Creation of the XML conversion platform to improve the access to the articles (2018-2019). In 2022-2024, Advances in Cognitive Psychology receives financing from the Ministry of Science and Higher Education, Poland within the program Rozwój Czasopism Naukowych (application/contract no. RCN/SN/0494/2021/1; total value of the project: 91,908.00 PLN; funds granted directly by the Ministry: 45,954.00 PLN; date of signing the contract: 23.12.2022). The aim of the project is to improve the scientific and editorial standards of scientific journals as well as to increase their international impact and reach. The funds received as part of the program are used by Advances in Cognitive Psychology to (a) finance access to an editorial system software suite, including an anti-plagiarism tool, and to register DOI numbers for the published articles, (b) implement current best practices into the editorial workflow on the level of the editorial system suite, including the addition of ORCID numbers, (c) finance access to typesetting software, and (d) promote the journal among potential authors and readers online.