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Showing 1 to 15 of 511 results Save | Export
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Hurst, Michelle A.; Cordes, Sara – Developmental Psychology, 2018
When proportional information is pit against whole number numerical information, children often attend to the whole number information at the expense of proportional information (e.g., indicating 4/9 is greater than 3/5 because 4 > 3). In the current study, we presented younger (3- to 4-year-olds) and older (5- to 6-year-olds) children a task…
Descriptors: Abstract Reasoning, Numeracy, Age Differences, Preschool Children
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Anobile, Giovanni; Arrighi, Roberto; Castaldi, Elisa; Grassi, Eleonora; Pedonese, Lara; Moscoso, Paula A. M.; Burr, David C. – Developmental Psychology, 2018
Humans and other animals are able to make rough estimations of quantities using what has been termed the "approximate number system" (ANS). Much evidence suggests that sensitivity to numerosity correlates with symbolic math capacity, leading to the suggestion that the ANS may serve as a start-up tool to develop symbolic math. Many…
Descriptors: Children, Mathematics Skills, Spatial Ability, Time
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Peterson, Candida C.; Slaughter, Virginia; Wellman, Henry M. – Developmental Psychology, 2018
Persuasion is an essential social skill. Yet its development and underpinnings are poorly understood. In 2 studies, a total of 167 children aged 3 to 12 years took theory of mind (ToM) tests and participated in unscripted, seminaturalistic persuasive conversations. Children were typically developing (TD) or had deafness or autism spectrum disorder…
Descriptors: Theory of Mind, Persuasive Discourse, Interpersonal Competence, Children
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Rizzo, Michael T.; Killen, Melanie – Developmental Psychology, 2018
The present study investigated the relations between 4- to 6-year-old children's (N = 67) gender stereotypes, resource allocations, and mental state knowledge in gender-stereotypic contexts. Participants were told vignettes about female and male characters completing gender-stereotyped activities (making dolls or trucks). Children held stereotypic…
Descriptors: Theory of Mind, Sex Stereotypes, Preschool Children, Resource Allocation
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Kim, Sunae; Paulus, Markus; Sodian, Beate; Itakura, Shoji; Ueno, Mika; Senju, Atsushi; Proust, Joëlle – Developmental Psychology, 2018
Despite an increasing number of studies demonstrating that young children selectively learn from others, and a few studies of children's selective teaching, the evidence almost exclusively comes from Western cultures, and cross-cultural comparison in this line of work is very rare. In the present research, we investigated Japanese and German…
Descriptors: Cross Cultural Studies, Interpersonal Relationship, Teaching Skills, Learning Processes
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Watts, Tuesday M.; Holmes, Luke; Raines, Jamie; Orbell, Sheina; Rieger, Gerulf – Developmental Psychology, 2018
Childhood gender nonconformity (femininity in males, masculinity in females) predicts a nonstraight (gay, lesbian, or bisexual) sexual orientation in adulthood. In previous work, nonstraight twins reported more childhood gender nonconformity than their genetically identical, but straight, cotwins. However, self-reports could be biased. We…
Descriptors: Twins, Sexual Orientation, Photography, Visual Aids
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McCoy, Dana Charles; Jones, Stephanie; Roy, Amanda; Raver, C. Cybele – Developmental Psychology, 2018
Although research has shown fade-out of the cognitive benefits of classroom-based preschool interventions, less is known regarding the durability of social-emotional impacts. This study examines the extent to which the multicomponent Chicago School Readiness Project (CSRP) intervention lowered risk of internalizing, externalizing, attention, and…
Descriptors: School Readiness, Social Development, Emotional Development, Low Income
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Morrissey, Taryn W.; Vinopal, Katie – Developmental Psychology, 2018
Neighborhoods provide resources that may affect children's achievement or moderate the influences of other developmental contexts, such as early care and education (ECE). Using a sample (N ˜ 12,430) from the 2010-2011 Early Childhood Longitudinal Study-Kindergarten Cohort, merged with census tract-level poverty data from the 2008-2012 American…
Descriptors: Longitudinal Studies, Surveys, Early Childhood Education, Kindergarten
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Oliver, Bonamy R.; Pike, Alison – Developmental Psychology, 2018
Links between positive and negative aspects of the parent-child relationship and child adjustment are undisputed. Scholars recognize the importance of parental differential treatment (PDT) of siblings, yet, less is known about PDT in the context of the shared (family-wide) parent-child relationship climate, or about the extent to which positivity…
Descriptors: Parent Child Relationship, Mothers, Child Development, Adjustment (to Environment)
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Ferreira, Tiago; Cadima, Joana; Matias, Marisa; Vieira, Joana Marina; Leal, Teresa; Verschueren, Karine; Matos, Paula Mena – Developmental Psychology, 2018
Parental engagement in positive activities with the child may show significant variation across time, assuming a crucial influence on child development. In dual-earner families, work-family conflict can interfere with parental engagement, with negative consequences for children's behavior. The current study examined the change trajectories of…
Descriptors: Foreign Countries, Parent Participation, Preschool Children, Early Childhood Education
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Quiñones-Camacho, Laura E.; Davis, Elizabeth L. – Developmental Psychology, 2018
Certain psychopathologies are often linked to dysregulation of specific emotions (e.g., anxiety is associated with dysregulation of fear), but few studies have examined how regulatory repertoires for specific emotions (e.g., the strategies a person uses to regulate fear) relate to psychopathology, and fewer still have examined this in childhood. A…
Descriptors: Psychopathology, Symptoms (Individual Disorders), Emotional Response, Fear
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Miklikowska, Marta – Developmental Psychology, 2018
Although research has shown the effects of empathy manipulations on prejudice, little is known about the long-term relation between empathy and prejudice development, the direction of effects, and the relative effects of cognitive and affective aspects of empathy. Moreover, research has not examined within-person processes; hence, its practical…
Descriptors: Empathy, Social Bias, Racial Bias, Immigrants
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Ruffman, Ted; Puri, Aastha; Galloway, Olivia; Su, Japher; Taumoepeau, Mele – Developmental Psychology, 2018
In 2 cross-lagged, longitudinal studies we contrasted parental talk about want in a single context versus multiple contexts. Study 1 examined thirty-two 2 year olds, with mothers describing pictures to children. Mothers could use want in zero, one, or multiple contexts. Children whose mothers used want in multiple contexts experienced a…
Descriptors: Theory of Mind, Longitudinal Studies, Scaffolding (Teaching Technique), Parents
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Lorber, Michael F.; Del Vecchio, Tamara; Smith Slep, Amy M. – Developmental Psychology, 2018
In the present investigation, we studied the development of 6 physically aggressive behaviors in infancy and toddlerhood, posing 3 questions (a) How do the prevalences of individual physically aggressive behaviors change from 8, 15, and 24 months? (b) Are there groups of children who show distinctive patterns in the way individual physically…
Descriptors: Aggression, Infants, Toddlers, Child Behavior
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Lauer, Jillian E.; Ilksoy, Sibel D.; Lourenco, Stella F. – Developmental Psychology, 2018
Infants exhibit visual preferences for gender-typed objects (e.g., dolls, toy vehicles) that parallel the gender-typed play preferences of preschool-aged children, but the developmental stability of individual differences in early emerging gender-typed preferences has not yet been characterized. In the present study, we examined the longitudinal…
Descriptors: Infants, Toddlers, Young Children, Gender Differences
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