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Gizzonio, Valentina; Bazzini, Maria Chiara; Marsella, Cosima; Papangelo, Pamela; Rizzolatti, Giacomo; Fabbri-Destro, Maddalena – Child Development, 2022
Cognitive abilities are essential to children's overall growth; thus, the implementation of early and effective training interventions is a major challenge for developmental psychologists and teachers. This study explores whether an intervention simultaneously operating on fluid reasoning (FR), visuospatial, narrative, and motor abilities could…
Descriptors: Preschool Children, Cognitive Development, Intervention, Logical Thinking
Raver, C. Cybele; Blair, Clancy – Future of Children, 2016
In this article, Cybele Raver and Clancy Blair explore a group of cognitive processes called executive function (EF)--including the flexible control of attention, the ability to hold information through working memory, and the ability to maintain inhibitory control. EF processes are crucial for young children's learning. On the one hand, they can…
Descriptors: Attention, Short Term Memory, Inhibition, Executive Function
Mattera, Shira K.; Jacob, Robin; Morris, Pamela A. – MDRC, 2018
Early math skills are a strong predictor of later achievement for young children, not only in math, but in other domains as well. Exhibiting strong math skills in elementary school is predictive of later high school completion and college attendance. To that end, the Making Pre-K Count and High 5s studies set out to rigorously assess whether…
Descriptors: Mathematics Skills, Mathematics Achievement, Predictor Variables, Preschool Education
Messer, Marielle H.; Leseman, Paul P. M.; Boom, Jan; Mayo, Aziza Y. – Journal of Experimental Child Psychology, 2010
The current study examined to what extent information in long-term memory concerning the distribution of phoneme clusters in a language, so-called long-term phonotactic knowledge, increased the capacity of verbal short-term memory in young language learners and, through increased verbal short-term memory capacity, supported these children's first…
Descriptors: Short Term Memory, Monolingualism, Long Term Memory, Vocabulary Development
Hannon, Brenda; Frias, Sarah – Journal of Educational Psychology, 2012
The present study reports the development of a theoretically motivated measure that provides estimates of a preschooler's ability to recall auditory text, to make text-based inferences, to access knowledge from long-term memory, and to integrate this accessed knowledge with new information from auditory text. This new preschooler component…
Descriptors: Factor Analysis, Prior Learning, Reading Comprehension, Decoding (Reading)
Langhorst, Petra; Ehlert, Antje; Fritz, Annemarie – South African Journal of Childhood Education, 2013
Mathematical development processes begin long before school starts and the importance of previous mathematical knowledge for later school achievements is beyond dispute. For a suitable pre-school education, the focus of interest must be to find out which early learning processes prepare children best. In this article, the acquisition of the key…
Descriptors: Mathematics Education, Language Processing, Mathematical Concepts, Numeracy
Kinnunen, Suna; Korkman, Marit; Laasonen, Marja; Lahti-Nuuttila, Pekka – Journal of Cognition and Development, 2013
This study focuses on the development of face recognition in typically developing preschool- and school-aged children (aged 5 to 15 years old, "n" = 611, 336 girls). Social predictors include sex differences and own-sex bias. At younger ages, the development of face recognition was rapid and became more gradual as the age increased up…
Descriptors: Recognition (Psychology), Human Body, Cognitive Processes, Preschool Children