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Child Development6503
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Wellman, Henry M.; Song, Ju-Hyun; Peskin-Shepherd, Hope – Child Development, 2019
A crucial human cognitive goal is to understand and to be understood. But understanding often takes active management. Two studies investigated early developmental processes of understanding management by focusing on young children's comprehension monitoring. We ask: When and how do young children actively monitor their comprehension of…
Descriptors: Speech Communication, Language Acquisition, Child Development, Developmental Stages
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Havron, Naomi; de Carvalho, Alex; Fiévet, Anne-Caroline; Christophe, Anne – Child Development, 2019
Adults create and update predictions about what speakers will say next. This study asks whether prediction can drive language acquisition, by testing whether 3- to 4-year-old children (n = 45) adapt to recent information when learning novel words. The study used a syntactic context which can precede both nouns and verbs to manipulate children's…
Descriptors: Prediction, Vocabulary Development, Nouns, Verbs
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Wolf, Sharon; McCoy, Dana Charles – Child Development, 2019
This study examines how parent socioeconomic status (SES) directly and indirectly predicts children's school readiness through pathways of parental investment. Data come from direct assessments with preschool children and surveys with their primary caregivers in Ghana at the start of the 2015-2016 school year (N = 2,137; M[subscript…
Descriptors: Foreign Countries, Socioeconomic Status, School Readiness, Preschool Children
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Psouni, Elia; Falck, Andreas; Boström, Leni; Persson, Martin; Sidén, Lisa; Wallin, Maria – Child Development, 2019
Effects of "joint attention" were addressed on 3- to 4-year-olds' performance in a verbal false-Belief Test (FBT), featuring the experimenter as co-watcher rather than narrator. In two experiments, children (N = 183) watched a filmed-FBT jointly with a test leader, disjointed from a test leader, or alone. Children attending jointly with…
Descriptors: Toddlers, Young Children, Beliefs, Comparative Analysis
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Redshaw, Jonathan; Suddendorf, Thomas; Neldner, Karri; Wilks, Matti; Tomaselli, Keyan; Mushin, Ilana; Nielsen, Mark – Child Development, 2019
This study examined future-oriented behavior in children (3-6 years; N = 193) from three diverse societies--one industrialized Western city and two small, geographically isolated communities. Children had the opportunity to prepare for two alternative versions of an immediate future event over six trials. Some 3-year-olds from all cultures…
Descriptors: Futures (of Society), Toddlers, Young Children, Cultural Differences
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Kimura, Katherine; Gopnik, Alison – Child Development, 2019
Belief revision can occur at multiple levels of abstraction, including lower-level and higher-order beliefs. It remains unclear, however, how conflicting evidence interacts with prior beliefs to encourage higher-order belief revision. This study explores how 4- and 5-year-olds (N = 96) respond to evidence that directly conflicts with their causal…
Descriptors: Thinking Skills, Beliefs, Preschool Children, Young Children
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Elenbaas, Laura – Child Development, 2019
This study examined young children's contact with individuals of high-wealth and low-wealth backgrounds and their behavior toward peers of these backgrounds in a resource distribution task. The sample included 72 ethnically diverse higher income children (M[subscript age] = 6.68 years, SD = 0.98 years). Contact with individuals of low-wealth…
Descriptors: Advantaged, Family Income, Low Income, Peer Relationship
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Gampe, Anja; Wermelinger, Stephanie; Daum, Moritz M. – Child Development, 2019
We explored the ability of children to adapt their communication to the needs of their communication partner. Monolingual and bilingual 3-year-old children (N = 110) observed two puppets looking for puzzle pieces. One puppet showed its appreciation of the children's help, the other puppet wanted to solve the puzzle on its own. The children's…
Descriptors: Bilingualism, Interpersonal Communication, Toddlers, Puppetry
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Setoh, Peipei; Lee, Kristy J. J.; Zhang, Lijun; Qian, Miao K.; Quinn, Paul C.; Heyman, Gail D.; Lee, Kang – Child Development, 2019
This research investigated the relation between racial categorization and implicit racial bias in majority and minority children. Chinese and Indian 3- to 7-year-olds from Singapore (N = 158) categorized Chinese and Indian faces by race and had their implicit and explicit racial biases measured. Majority Chinese children, but not minority Indian…
Descriptors: Prediction, Racial Bias, Preschool Children, Classification
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Godfrey, Erin B.; Santos, Carlos E.; Burson, Esther – Child Development, 2019
Scholars call for more attention to how marginalization influences the development of low-income and racial/ethnic minority youth and emphasize the importance of youth's subjective perceptions of contexts. This study examines how beliefs about the fairness of the American system (system justification) in sixth grade influence trajectories of…
Descriptors: Early Adolescents, Beliefs, Grade 6, Predictor Variables
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Labella, Madelyn H.; Narayan, Angela J.; McCormick, Christopher M.; Desjardins, Christopher D.; Masten, Ann S. – Child Development, 2019
A multimethod, multi-informant design was used to examine links among sociodemographic risk, family adversity, parenting quality, and child adjustment in families experiencing homelessness. Participants were 245 homeless parents (M[subscript age] = 31.0, 63.6% African American) and their 4- to 6-year-old children (48.6% male). Path analyses…
Descriptors: Child Development, Risk, Adjustment (to Environment), Parenting Skills
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Sun, Xiaoran; McHale, Susan M.; Updegraff, Kimberly A. – Child Development, 2019
To illuminate how within-family differences in achievement may emerge, this study examined sibling experiences in middle childhood as predictors of sibling differences in college graduation. First- and second-borns from 152 families reported on their experiences with siblings and parents at ages 11.80 (SD = 0.56) and 9.22 (SD = 0.90),…
Descriptors: Sibling Relationship, Academic Achievement, Predictor Variables, Educational Attainment
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Hughes, Claire; Devine, Rory T. – Child Development, 2019
Despite rapidly growing research on parental influences on children's executive function (EF), the uniqueness and specificity of parental predictors and links between adult EF and parenting remain unexamined. This 13-month longitudinal study of 117 parent-child dyads (60 boys; M[subscript age] at Time 1 = 3.94 years, SD = 0.53) included detailed…
Descriptors: Parent Influence, Parent Child Relationship, Executive Function, Predictor Variables
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Simanowski, Stefanie; Krajewski, Kristin – Child Development, 2019
This study assessed the extent to which executive functions (EF), according to their factor structure in 5-year-olds (N = 244), influenced early quantity-number competencies, arithmetic fluency, and mathematics school achievement throughout first and second grades. A confirmatory factor analysis resulted in updating as a first, and inhibition and…
Descriptors: Preschool Children, Executive Function, Mathematics Skills, Cognitive Processes
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Boccia, Maddalena; Vecchione, Francesca; Di Vita, Antonella; D'Amico, Simonetta; Guariglia, Cecilia; Piccardi, Laura – Child Development, 2019
Notwithstanding its well-established role on high-demanding spatial navigation tasks during adulthood, the effect of field dependence-independence during the acquisition of spatial navigation skills is almost unknown. This study assessed for the first time the effect of field dependence-independence on topographical learning (TL) across the life…
Descriptors: Cognitive Style, Spatial Ability, Role, Navigation
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