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Showing 1 to 15 of 485 results Save | Export
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Hwang, Hyesung G.; Markson, Lori – Journal of Cognition and Development, 2020
Starting in the preschool years, children show socially exclusive behaviors, such as intentionally leaving out another child from a ball game. Prior research investigating social exclusion understanding in preschoolers primarily used interview methods and it is clear that the verbal and cognitive skills necessary to identify and reason about…
Descriptors: Social Isolation, Preschool Children, Preferences, Nonverbal Communication
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Vollman, Elayne; Richland, Lindsey – Journal of Cognition and Development, 2020
We examine the contributions of the environmental context on cognitive development in a representative sample of children (24-59 month-olds) in Nicaragua. Multivariate regression models revealed that children who experienced high levels of structure in the home, encountered more social interaction, and were enrolled in early education programs,…
Descriptors: Cognitive Development, Toddlers, Preschool Children, Family Environment
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Ribeiro, Luisa A.; Casey, Beth; Dearing, Eric; Nordahl, Kristin Berg; Aguiar, Cecília; Zachrisson, Henrik – Journal of Cognition and Development, 2020
The aim of this study is to investigate whether maternal spatial support during two types of joint manipulative toy play tasks with 2-year-old children was longitudinally associated with math screening test scores in second grade. The interaction between spatial support and maternal education was explored as well. We also investigated predictions…
Descriptors: Mothers, Grade 2, Elementary School Students, Play
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Taggart, Jessica; Becker, Ian; Rauen, Julia; Al Kallas, Hala; Lillard, Angeline S. – Journal of Cognition and Development, 2020
Pretend play is common in childhood. Yet by age 4, children shown pretend and real activities in a book said they would choose to do the real activity over the pretend one. The present studies extended this research, examining children's actual behavior in laboratory and school settings (Study 1, n = 32, M = 59.32 months; and Study 2, n = 16, M…
Descriptors: Preschool Children, Childrens Attitudes, Parent Attitudes, Play
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Panesi, Sabrina; Morra, Sergio – Journal of Cognition and Development, 2020
The structure of executive functions in preschoolers is controversial. Miyake and colleagues found that, in adults, inhibition, shifting, and updating are correlated but distinguishable processes; this finding was sometimes replicated with schoolchildren. Based on schoolchildren data, Im-Bolter, Johnson, and Pascual-Leone proposed a four-component…
Descriptors: Executive Function, Preschool Children, Inhibition, Attention Control
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Autry, Kevin S.; Jordan, Tessa M.; Girgis, Helana; Falcon, Rachael G. – Journal of Cognition and Development, 2020
The abstract concept of time is conceptualized as moving linearly across space, known as the mental timeline (MTL). The direction of our MTL is consistent with reading direction. English speakers, who read left to right, think of past on the left and future on the right; the reverse is true of Hebrew speakers, who read right to left. However, it…
Descriptors: English, Native Language, Preschool Children, Kindergarten
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Pecora, Giulia; Bellagamba, Francesca; Chiarotti, Flavia; Paoletti, Melania; Castano, Maria Letizia; Addessi, Elsa – Journal of Cognition and Development, 2020
We aimed to longitudinally examine how symbolic distancing affects preschool children's delay tolerance in a delay choice task. We presented children with choices between a smaller immediate reward and a larger delayed reward in conditions with either symbolic stimuli or edible rewards. Overall, symbolic distancing modulated children's delay…
Descriptors: Delay of Gratification, Rewards, Food, Stimuli
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Paulus, Markus; Wörle, Monika; Christner, Natalie – Journal of Cognition and Development, 2020
The study examined whether preschool children conceive of empathy-based comforting as being an obligatory reaction toward others in emotional need. We presented 3- and 5-year-old children with three scenarios in which protagonists showed different reactions toward an agent who has hurt herself. One protagonist reacted antisocially by laughing at…
Descriptors: Altruism, Empathy, Preschool Children, Emotional Response
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Hassinger-Das, Brenna; Palti, Itai; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathy – Journal of Cognition and Development, 2020
How can we transform places where people gather or wait into hubs for interaction and playful learning? Bus stops offer one setting in which to test this idea. Urban Thinkscape reimagines an everyday bus stop in an under-resourced area as an interaction zone instead of merely a place to wait for a ride. Results suggest that embedding playful…
Descriptors: Informal Education, Interaction, STEM Education, Bus Transportation
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Verhagen, Josje; de Bree, Elise; Unsworth, Sharon – Journal of Cognition and Development, 2020
Although a bilingual advantage has been reported for various measures of cognitive control, most previous studies have looked at a limited range of cognitive control measures. Furthermore, they typically leave unaddressed whether positive effects of bilingualism hold for all bilinguals or whether these are modulated by differences in bilingual…
Descriptors: Bilingualism, Language Usage, Language Proficiency, Cognitive Ability
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Leyva, Diana; Reese, Elaine; Laible, Deborah; Schaughency, Elizabeth; Das, Shika; Clifford, Amanda – Journal of Cognition and Development, 2020
Parents' elaboration plays an important role in autobiographical memory and socioemotional development. Two types of coding approaches have been used to assess parents' elaboration: a frequency-based coding (absolute frequencies of different types of elaborative utterances) and a scale-based coding (a 5-point scale based on relative frequencies of…
Descriptors: Memory, Social Development, Emotional Development, Personal Narratives
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Lane, Jonathan D. – Journal of Cognition and Development, 2020
Children and adults appreciate that physical action is typically the conduit between individuals' desires and the fulfillment of those desires. However, certain forms of petitionary thought -- e.g., wishing and praying -- are believed by many people to influence the external world and fulfill desires without direct physical action. We examine…
Descriptors: Logical Thinking, Cultural Differences, Age Differences, Children
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Chen, Eva E.; Ng, Cecilia Tsz Ki; Corriveau, Kathleen H.; Yang, Bei; Harris, Paul L. – Journal of Cognition and Development, 2020
The early use of person perception terms was examined via an analysis of the spontaneous speech of four young children in conversation with their parents at home. All four children were producing such terms early in their third year. Like their parents, children used the terms in two distinguishable ways: to attribute a trait to a person or to…
Descriptors: Personality Traits, Self Concept, Speech Communication, Parent Child Relationship
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Rakoczy, Hannes; Oktay-Gür, Nese – Journal of Cognition and Development, 2020
When do children acquire a meta-representational Theory of Mind? False Belief (FB) tasks have become the litmus test to answer this question. In such tasks, subjects must ascribe a non-veridical belief to another agent and predict/explain her actions accordingly. Empirically, children pass explicit verbal versions of FB tasks from around age 4.…
Descriptors: Young Children, Theory of Mind, Beliefs, Task Analysis
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Ramirez, Gerardo; Fries, Laura; Gunderson, Elizabeth; Schaeffer, Marjorie W.; Maloney, Erin A.; Beilock, Sian L.; Levine, Susan C. – Journal of Cognition and Development, 2019
Learning to read is a critical but often challenging academic task for young children. In the current study, we explore the relation between children's reading affect--particularly anxiety--and reading achievement in the early years of reading acquisition. We hypothesized that reading anxiety would relate to reading achievement across the school…
Descriptors: Reading Strategies, Anxiety, Reading Attitudes, Reading Achievement
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