NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Researchers5
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing 1 to 15 of 414 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Rojo, Dolly P.; Echols, Catharine H. – Journal of Cognition and Development, 2018
Bilingualism has been associated with a range of cognitive and language-related advantages, including the recognition that words can have different labels across languages. However, most previous research has failed to consider heterogeneity in the linguistic environments of children categorized as monolingual. Our study assessed the influence of…
Descriptors: Bilingual Education, Outcomes of Education, Non English Speaking, Native Speakers
Peer reviewed Peer reviewed
Direct linkDirect link
Hudson, Kesha N.; Coffman, Jennifer L.; Ornstein, Peter A. – Journal of Cognition and Development, 2018
Data from a longitudinal investigation were used to examine the effects of mothers' and teachers' language on children's developing mathematical competencies during the kindergarten year. Specifically, 1) mothers' use of metamemory talk, or references to the process of remembering, and 2) teachers' use of "cognitive processing language"…
Descriptors: Kindergarten, Mothers, Preschool Teachers, Addition
Peer reviewed Peer reviewed
Direct linkDirect link
Slocum, Jeremy Y.; Merriman, William E. – Journal of Cognition and Development, 2018
From an early age, children show a tendency to map novel labels onto unfamiliar rather than familiar kinds of objects. Accounts of this tendency have not addressed whether children develop a metacognitive representation of what they are doing. In 3 experiments (each N = 48), preschoolers received a test of the "metacognitive disambiguation…
Descriptors: Metacognition, Preschool Children, Novelty (Stimulus Dimension), Familiarity
Peer reviewed Peer reviewed
Direct linkDirect link
Valentino, Kristin; McDonnell, Christina G.; Comas, Michelle; Nuttall, Amy K. – Journal of Cognition and Development, 2018
Reduced autobiographical memory specificity (AMS) has robust associations with psychopathology. As such, understanding the development of AMS (or its inverse, overgeneral autobiographical memory) and how it may be unique from other aspects of memory performance is important. In particular, it is unclear whether child AMS is distinct from…
Descriptors: Preschool Children, Preschool Education, Autobiographies, Memory
Peer reviewed Peer reviewed
Direct linkDirect link
Flynn, Rachel M.; Richert, Rebekah A. – Journal of Cognition and Development, 2018
Physically active video games (i.e., exergames), which are a prevalent and popular childhood activity, may have benefits to executive-functioning (EF) skills, as they incorporate both cognitive engagement and physical activity. Acute EF change in 147 7- to 12-year-olds was assessed after participation in a 20-min activity. The between-subjects…
Descriptors: Video Games, Executive Function, Physical Activities, Physical Activity Level
Peer reviewed Peer reviewed
Direct linkDirect link
Gunderson, Elizabeth A.; Park, Daeun; Maloney, Erin A.; Beilock, Sian L.; Levine, Susan C. – Journal of Cognition and Development, 2018
School-entry math achievement is a strong predictor of math achievement through high school. We asked whether reciprocal relations among math achievement, math anxiety, and entity motivational frameworks (believing that ability is fixed and a focus on performance) can help explain these persistent individual differences. We assessed 1st and 2nd…
Descriptors: Mathematics Instruction, Mathematics Anxiety, Mathematics Achievement, Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Lombrozo, Tania; Bonawitz, Elizabeth Baraff; Scalise, Nicole R. – Journal of Cognition and Development, 2018
Young children often endorse explanations of the natural world that appeal to functions or purpose--for example, that rocks are pointy so animals can scratch on them. By contrast, most Western-educated adults reject such explanations. What accounts for this change? We investigated 4- to 5-year-old children's ability to generalize the form of an…
Descriptors: Young Children, Generalization, Novelty (Stimulus Dimension), Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Lindow, Stefanie; Betsch, Tilmann – Journal of Cognition and Development, 2018
In many decision situations, individuals must actively search information before they can make a satisfying choice. In such instances, individuals must be aware of the fact that not all information may be equally relevant for the choice at hand--thus, individuals should weight information by its respective relevance. We compared children's and…
Descriptors: Decision Making, Children, Information Seeking, Adults
Peer reviewed Peer reviewed
Direct linkDirect link
Venkadasalam, Vaunam P.; Ganea, Patricia A. – Journal of Cognition and Development, 2018
This study examined whether children 4- and 5-years-old (N = 156) can revise a physical science misconception from different types of picture books. A realistic fiction book and informational book with identical images matched in word count and reading difficulty level were compared to a control book about plants. In the pretest and posttest,…
Descriptors: Young Children, Misconceptions, Scientific Concepts, Comparative Analysis
Peer reviewed Peer reviewed
Direct linkDirect link
Stephens, Rebecca L.; Langworthy, Benjamin; Short, Sarah J.; Goldman, Barbara D.; Girault, Jessica B.; Fine, Jason P.; Reznick, J. Steven; Gilmore, John H. – Journal of Cognition and Development, 2018
The study of executive function (EF) has become increasingly popular in multiple areas of research. A wealth of evidence has supported the value of EF in shaping notable outcomes across typical and atypical development; however, little evidence has supported the cognitive contributors to early EF development. The current study used data from a…
Descriptors: Verbal Communication, Nonverbal Communication, Predictor Variables, Executive Function
Peer reviewed Peer reviewed
Direct linkDirect link
Brey, Elizabeth; Shutts, Kristin – Journal of Cognition and Development, 2018
What factors contribute to children's tendency to view individuals as having different traits and abilities? The present research tested whether young children are influenced by adults' nonverbal behaviors when making inferences about peers. In Study 1, participants (aged 5-6 years) viewed multiple videos of interactions between a…
Descriptors: Young Children, Cues, Nonverbal Communication, Inferences
Peer reviewed Peer reviewed
Direct linkDirect link
Prather, Richard – Journal of Cognition and Development, 2018
Numerical comparison is a primary measure of the acuity of children's approximate number system. Approximate number system acuity is associated with key developmental outcomes such as symbolic number skill, standardized test scores, and even employment outcomes (Halberda, Mazzocco, & Feigenson, 2008; Parsons & Bynner, 1997). We examined…
Descriptors: Numbers, Computation, Comparative Analysis, Children
Peer reviewed Peer reviewed
Direct linkDirect link
Mix, Kelly S.; Smith, Linda B.; Stockton, Jerri DaSha; Cheng, Yi-Ling; Barterian, Justin A. – Journal of Cognition and Development, 2017
Two experiments examined whether concrete models support place value learning. In Experiment 1 (N = 149), 7-year-olds were trained with either a) symbols alone or b) symbols and base-10 blocks. Children in both groups showed significant growth overall, but there were specific effects favoring one training type over another. Symbols-only training…
Descriptors: Symbols (Mathematics), Models, Number Concepts, Mathematics Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Wang, Su-hua; Onishi, Kristine H. – Journal of Cognition and Development, 2017
Infants' representations of physical events are surprisingly flexible. Brief exposure to one event can immediately enhance infants' representations of another event. The present experiments tested two potential mechanisms underlying this priming: enhanced encoding or improved retrieval. Five-month-olds saw a target block become hidden inside a…
Descriptors: Infants, Cognitive Processes, Knowledge Representation, Observation
Peer reviewed Peer reviewed
Direct linkDirect link
Sheppard, Kelly W.; Cheatham, Carol L. – Journal of Cognition and Development, 2017
The Electric Maze Task (EMT) is a novel planning task designed to allow flexible testing of planning abilities across a broad age range and to incorporate manipulations to test underlying planning abilities, such as working-memory and inhibitory control skills. The EMT was tested in a group of 63 typically developing 7- to 12-year-olds.…
Descriptors: Planning, Children, Preadolescents, Short Term Memory
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  28