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Showing 1 to 15 of 138 results Save | Export
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Machlin, Laura; McLaughlin, Katie A.; Sheridan, Margaret A. – Developmental Science, 2020
Low socioeconomic status (SES) is associated with greater risk for symptoms of attention-deficit/hyperactivity disorder (ADHD). One mechanism through which SES may confer risk for ADHD is by influencing brain structure. Alterations to cortical thickness, surface area and subcortical volume have been associated with low SES and with the presence of…
Descriptors: Socioeconomic Status, Socioeconomic Influences, Attention Deficit Hyperactivity Disorder, Brain
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Filippi, Courtney; Choi, Yeo Bi; Fox, Nathan A.; Woodward, Amanda L. – Developmental Science, 2020
The mechanisms that support infant action processing are thought to be involved in the development of later social cognition. While a growing body of research demonstrates longitudinal links between action processing and explicit theory of mind (TOM), it remains unclear why this link emerges in some measures of action encoding and not others. In…
Descriptors: Infants, Theory of Mind, Cognitive Processes, Preschool Children
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Testolin, Alberto; Zou, Will Y.; McClelland, James L. – Developmental Science, 2020
Both humans and non-human animals exhibit sensitivity to the approximate number of items in a visual array, as indexed by their performance in numerosity discrimination tasks, and even neonates can detect changes in numerosity. These findings are often interpreted as evidence for an innate 'number sense'. However, recent simulation work has…
Descriptors: Numbers, Brain, Individual Development, Age Differences
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Hendrickson, Kristi; Love, Tracy; Walenski, Matthew; Friend, Margaret – Developmental Science, 2019
The majority of research examining early auditory-semantic processing and organization is based on studies of meaningful relations between words and referents. However, a thorough investigation into the fundamental relation between acoustic signals and meaning requires an understanding of how meaning is associated with both lexical and non-lexical…
Descriptors: Infants, Semantics, Acoustics, Brain
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Piccolo, Luciane R.; Merz, Emily C.; Noble, Kimberly G. – Developmental Science, 2019
A positive school climate has been found to support mental and physical health, academic achievement and social adjustment among youth. However, links between school climate and brain structure have not been investigated to date. In this study, we investigated whether school climate was associated with executive function (EF) and brain structure…
Descriptors: Educational Environment, Correlation, Brain, Executive Function
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Di Giorgio, Elisa; Lunghi, Marco; Rugani, Rosa; Regolin, Lucia; Dalla Barba, Beatrice; Vallortigara, Giorgio; Simion, Francesca – Developmental Science, 2019
Humans represent numbers on a mental number line with smaller numbers on the left and larger numbers on the right side. A left-to-right oriented spatial-numerical association, (SNA), has been demonstrated in animals and infants. However, the possibility that SNA is learnt by early exposure to caregivers' directional biases is still open. We…
Descriptors: Numbers, Cognitive Processes, Spatial Ability, Neonates
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Fló, Ana; Brusini, Perrine; Macagno, Francesco; Nespor, Marina; Mehler, Jacques; Ferry, Alissa L. – Developmental Science, 2019
Before infants can learn words, they must identify those words in continuous speech. Yet, the speech signal lacks obvious boundary markers, which poses a potential problem for language acquisition (Swingley, "Philos Trans R Soc Lond. Series B, Biol Sci" 364(1536), 3617-3632, 2009). By the middle of the first year, infants seem to have…
Descriptors: Neonates, Infants, Experiments, Language Acquisition
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Bathelt, Joe; Gathercole, Susan E.; Johnson, Amy; Astle, Duncan E. – Developmental Science, 2018
Working memory (WM) skills are closely associated with learning progress in key areas such as reading and mathematics across childhood. As yet, however, little is known about how the brain systems underpinning WM develop over this critical developmental period. The current study investigated whether and how structural brain correlates of…
Descriptors: Brain, Morphology (Languages), Short Term Memory, Children
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Fort, Mathilde; Lammertink, Imme; Peperkamp, Sharon; Guevara-Rukoz, Adriana; Fikkert, Paula; Tsuji, Sho – Developmental Science, 2018
Adults and toddlers systematically associate pseudowords such as "bouba" and "kiki" with round and spiky shapes, respectively, a sound symbolic phenomenon known as the "bouba-kiki effect." To date, whether this sound symbolic effect is a property of the infant brain present at birth or is a learned aspect of language…
Descriptors: Acoustics, Infants, Brain, Language Acquisition
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Foti, Francesca; Menghini, Deny; Alfieri, Paolo; Costanzo, Floriana; Mandolesi, Laura; Petrosini, Laura; Vicari, Stefano – Developmental Science, 2018
New skills may be learned by active experience (experiential learning or learning by doing) or by observation of others' experience (learning by observation). In general, learning by observation reduces the time and the attempts needed to learn complex actions and behaviors. The present research aimed to compare learning by observation and…
Descriptors: Down Syndrome, Genetic Disorders, Psychomotor Skills, Visual Perception
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Mangardich, Haykaz; Sabbagh, Mark A. – Developmental Science, 2018
Although we know much about the conditions under which children demonstrate selective social learning, we have a limited understanding of the cognitive mechanisms by which children's selectivity manifests. Here, we report findings from a brain electrophysiological (ERP) study designed to determine the extent to which words presented by ignorant…
Descriptors: Children, Socialization, Semantics, Brain
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Wilkey, Eric D.; Cutting, Laurie E.; Price, Gavin R. – Developmental Science, 2018
The development of math skills is a critical component of early education and a strong indicator of later school and economic success. Recent research utilizing population-normed, standardized measures of math achievement suggest that structural and functional integrity of parietal regions, especially the intraparietal sulcus, are closely related…
Descriptors: Mathematics Instruction, Mathematics Tests, Mathematics Achievement, Mathematics Skills
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Whitaker, Kirstie J.; Vendetti, Michael S.; Wendelken, Carter; Bunge, Silvia A. – Developmental Science, 2018
Analogical reasoning, or the ability to find correspondences between entities based on shared relationships, supports knowledge acquisition. As such, the development of this ability during childhood is thought to promote learning. Here, we sought to better understand the mechanisms by which analogical reasoning about semantic relations improves…
Descriptors: Logical Thinking, Learning, Brain, Correlation
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Perone, Sammy; Palanisamy, Jeeva; Carlson, Stephanie M. – Developmental Science, 2018
The connection between brain rhythms at rest and cognition remains poorly understood. This is especially true during early childhood in which neuroimaging data are relatively scarce. We developed a new method for collecting eyes closed and eyes open resting state electroencephalography (EEG) suitable for young children. We report results…
Descriptors: Brain, Young Children, Executive Function, Early Childhood Education
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Schwartz, Flora; Epinat-Duclos, Justine; Noveck, Ira; Prado, Jérôme – Developmental Science, 2018
Older interlocutors are more likely than younger ones to make pragmatic inferences, that is, inferences that go beyond the linguistically encoded meaning of a sentence. Here we ask whether pragmatic development is associated with increased activity in brain structures associated with inference-making or in those associated with Theory of Mind. We…
Descriptors: Neurological Organization, Brain, Inferences, Cognitive Structures
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