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Dearing, Eric; Walsh, Mary E.; Sibley, Erin; Lee-St.John, Terry; Foley, Claire; Raczek, Anastacia E. – Child Development, 2016
Using a quasi-experimental design, the effects of a student support intervention were estimated for the math and reading achievement of first-generation immigrant children (n = 667, M = 11.05 years of age) attending high-poverty, urban elementary schools. The intervention was designed to help schools identify developmental strengths and barriers…
Descriptors: Immigrants, Poverty, Urban Schools, Elementary School Students
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Horowitz, Alexandra C.; Frank, Michael C. – Child Development, 2016
This study investigated whether children can infer category properties based on how a speaker describes an individual (e.g., saying something is a "small zib" implies that zibs are generally bigger than this one). Three- to 5-year-olds (N = 264) from a university preschool and a children's museum were tested on their ability to make this…
Descriptors: Inferences, Cues, Performance, Task Analysis
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Chudek, Maciej; Baron, Andrew S.; Birch, Susan – Child Development, 2016
Children are both shrewd about whom to copy--they selectively learn from certain adults--and overimitators--they copy adults' obviously superfluous actions. Is overimitation also selective? Does selectivity change with age? In two experiments, 161 two- to seven-year-old children saw videos of one adult receiving better payoffs or more bystander…
Descriptors: Children, Imitation, Modeling (Psychology), Experiments
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Andrews, Naomi C. Z.; Martin, Carol L.; Field, Ryan D.; Cook, Rachel E.; Lee, Jieun – Child Development, 2016
This study examined children's expectancies about interactions with own- and other-gender peers. Goals were to examine expectancies about the outcomes related to own- versus other-gender group interactions, assess cohort and temporal changes in expectancies, and assess the effect of expectancies on school-related outcomes. Students in second and…
Descriptors: Expectation, Interaction, Peer Relationship, Grade 2
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Thijs, Jochem; Verkuyten, Maykel – Child Development, 2016
This research examined the process and conditions of social projection of biased ethnic attitudes to classmates in two samples of Grades 4-6 children (n = 342, M[subscript age] = 10.75, SD = 0.98; 49% girls; and n = 525, M[subscript age] = 10.49 years, SD = 0.96; 51% girls). Children reported on the ethnic group norm in their classroom and on…
Descriptors: Ethnic Groups, Grade 4, Grade 5, Grade 6
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Corriveau, Kathleen H.; Kurkul, Katelyn; Arunachalam, Sudha – Child Development, 2016
Two experiments investigated whether 4- and 5-year-old children choose to learn from informants who use more complex syntax (passive voice) over informants using more simple syntax (active voice). In Experiment 1 (N = 30), children viewed one informant who consistently used the passive voice and another who used active voice. When learning novel…
Descriptors: Preschool Children, Preferences, Syntax, Form Classes (Languages)
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Davis, Elizabeth L. – Child Development, 2016
Emotion regulation predicts positive academic outcomes like learning, but little is known about "why". Effective emotion regulation likely promotes learning by broadening the scope of what may be attended to after an emotional event. One hundred twenty-six 6- to 13-year-olds' (54% boys) regulation of sadness was examined for changes in…
Descriptors: Emotional Response, Self Control, Children, Early Adolescents
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Lockhart, Kristi L.; Goddu, Mariel K.; Smith, Eric D.; Keil, Frank C. – Child Development, 2016
Three studies explored the abilities of 205 children (5-11 years) and 74 adults (18-72 years) to distinguish directly versus indirectly acquired information in a scenario where an individual grew up in isolation from human culture. Directly acquired information is knowledge acquired through firsthand experience. Indirectly acquired information is…
Descriptors: Epistemology, Children, Adults, Older Adults
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Clegg, Jennifer M.; Legare, Cristine H. – Child Development, 2016
Four tasks (N = 191, 3- to 6-year-olds) examined the effect of instrumental versus conventional language cues on children's imitative fidelity of a necklace-making activity, their memory and transmission of the activity, and their perceptions of functional fixedness. Children in the conventional condition imitated with higher fidelity, transmitted…
Descriptors: Preschool Children, Cues, Task Analysis, Imitation
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Yow, W. Quin; Markman, Ellen M. – Child Development, 2016
Bilingual children regularly face communicative challenges when speakers switch languages. To cope with such challenges, children may attempt to discern a speaker's communicative intent, thereby heightening their sensitivity to nonverbal communicative cues. Two studies examined whether such communication breakdowns increase sensitivity to…
Descriptors: Bilingualism, Cues, Nonverbal Communication, Communication Problems
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Kirkorian, Heather L.; Choi, Koeun; Pempek, Tiffany A. – Child Development, 2016
Researchers examined whether contingent experience using a touch screen increased toddlers' ability to learn a word from video. One hundred and sixteen children (24-36 months) watched an on-screen actress label an object: (a) without interacting, (b) with instructions to touch "anywhere" on the screen, or (c) with instructions to touch a…
Descriptors: Video Technology, Toddlers, Technology Uses in Education, Age Differences
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Chestnut, Eleanor K.; Markman, Ellen M. – Child Development, 2016
Adults exhibit strong preferences when framing symmetrical relations. Adults prefer, for example, "A zebra is like a horse" to "A horse is like a zebra," and "The bicycle is near the building" to "The building is near the bicycle." This is because directional syntax requires more typical or prominent items…
Descriptors: Preferences, Syntax, Gender Differences, Age Differences
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Noyes, Alexander; Christie, Stella – Child Development, 2016
Not all samples of evidence are equally conclusive: Diverse evidence is more representative than narrow evidence. Prior research showed that children did not use sample diversity in evidence selection tasks, indiscriminately choosing diverse or narrow sets (tiger-mouse; tiger-lion) to learn about animals. This failure is not due to a general…
Descriptors: Young Children, Evidence, Animals, Biology
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Hoicka, Elena; Mowat, Rachael; Kirkwood, Joanne; Kerr, Tiffany; Carberry, Megan; Bijvoet-van den Berg, Simone – Child Development, 2016
Creativity is an essential human ability, allowing adaptation and survival. Twenty-nine 1-year-olds and their parents were tested on divergent thinking (DT), a measure of creative potential counting how many ideas one can generate. Toddlers' and parents' DT was moderately to highly correlated. Toddlers showed a wide range of DT scores, which were…
Descriptors: Creativity, Toddlers, Parents, Correlation
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Chevalier, Nicolas; Blaye, Agnès – Child Development, 2016
Emerging executive control supports greater autonomy and increasingly adaptive behavior during childhood. The present study addressed whether children's greater monitoring of how they engage control drives executive control development. Gaze position was recorded while twenty-five 6-year-olds and twenty-eight 10-year-olds performed a self-paced…
Descriptors: Metacognition, Executive Function, Child Behavior, Children
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