NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Researchers3
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing 1 to 15 of 124 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Ellefson, Michelle R.; Baker, Sara T.; Gibson, Jenny L. – Journal of Cognition and Development, 2019
This article gives a reflective account of lessons learned from the experiences of three cognitive developmental scientists conducting psychological research in educational settings. First, we describe and analyze four key cultural distinctions between traditional approaches to research in psychology and education: 1) different structures, 2)…
Descriptors: Cognitive Development, Executive Function, Educational Policy, Policy Formation
Peer reviewed Peer reviewed
Direct linkDirect link
Esposito, Alena G.; Bauer, Patricia J. – Journal of Cognition and Development, 2019
We describe research results and lessons learned from a laboratory/classroom collaboration with a school system offering both traditional English-only education and a dual-language track (Spanish/English). Through this collaboration, we addressed basic research questions informing malleable factors that impact cognitive development. In a…
Descriptors: Models, Bilingual Education, Program Evaluation, English (Second Language)
Peer reviewed Peer reviewed
Direct linkDirect link
O'Neil, Lauren Vega; Pakulak, Eric; Stevens, Courtney; Bell, Theodore A.; Fanning, Jessica L.; Gaston, Marci; Gomsrud, Melissa; Hampton Wray, Amanda; Holmes, Kerry B.; Klein, Scott; Longoria, Zayra; Reynolds, Mary Margaret; Snell, Karla; Soto, Annie; Neville, Helen – Journal of Cognition and Development, 2019
Translational research involving the development, implementation, and assessment of evidence-based interventions has shown promise in improving outcomes for children from lower socioeconomic-status backgrounds. One such approach involves 2-generation interventions, which target both children and their parents/caregivers. Here we traced the…
Descriptors: Intervention, Partnerships in Education, Early Intervention, College School Cooperation
Peer reviewed Peer reviewed
Direct linkDirect link
Martzog, Philipp; Stoeger, Heidrun; Suggate, Sebastian – Journal of Cognition and Development, 2019
An increasing number of findings suggest that cognition is grounded in sensorimotor experiences. Research suggests that fine motor skills (FMS) link to cognitive abilities. Existing studies, however, lack conceptual and methodological differentiation regarding FMS and little is known about the directional nature of links. In study 1, we measured…
Descriptors: Correlation, Preschool Children, Psychomotor Skills, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
Johnston, Angie M.; Sheskin, Mark; Keil, Frank C. – Journal of Cognition and Development, 2019
In four experiments, we investigate how the ability to detect irrelevant explanations develops. In Experiments 1 and 2, 4- to 8-year-olds and adults rated different types of explanations about "what makes cars go" individually, in the absence of a direct contrast. Each explanation was true and relevant (e.g., "Cars have engines that…
Descriptors: Children, Adults, Age Differences, Cognitive Development
Peer reviewed Peer reviewed
Direct linkDirect link
Zax, Alexandra; Williams, Katherine; Patalano, Andrea L.; Slusser, Emily; Cordes, Sara; Barth, Hilary – Journal of Cognition and Development, 2019
Similar estimation biases appear in a wide range of quantitative judgments, across many tasks and domains. Often, these biases (those that occur, for example, when adults or children indicate remembered locations of objects in bounded spaces) are believed to provide evidence of Bayesian or rational cognitive processing, and are explained in terms…
Descriptors: Undergraduate Students, Elementary School Students, Bayesian Statistics, Cognitive Processes
Peer reviewed Peer reviewed
Direct linkDirect link
Henning, Kyle J.; Merriman, William E. – Journal of Cognition and Development, 2019
Children tend to select a novel object rather than a familiar object when asked to identify the referent of a novel label. Current accounts of this so-called "disambiguation effect" do not address whether children have a general metacognitive representation of this way of determining the reference of novel labels. In two experiments…
Descriptors: Preschool Children, Novelty (Stimulus Dimension), Metacognition, Prediction
Peer reviewed Peer reviewed
Direct linkDirect link
Kristen-Antonow, Susanne; Jarvers, Irina; Sodian, Beate – Journal of Cognition and Development, 2019
It has been argued that the distinction between factivity and non-factivity is more fundamental to mental state understanding than that between false beliefs and reality. The present study examined children's growing understanding of all possible contrasts between the factive verb "know" and the non-factive verbs "think" and…
Descriptors: Preschool Children, Theory of Mind, Verbs, Comprehension
Peer reviewed Peer reviewed
Direct linkDirect link
Seidler, Anna Lene; Ritchie, Stuart J. – Journal of Cognition and Development, 2018
There are socioeconomic-status (SES) differences in cognitive development. Various factors have been proposed that might explain this association, and one of these factors is the home environment. The present study examined a chaotic home atmosphere as a potential mediator of the association between parental SES and cognitive development. A…
Descriptors: Foreign Countries, Socioeconomic Status, Cognitive Development, Young Children
Peer reviewed Peer reviewed
Direct linkDirect link
Erb, Christopher D. – Journal of Cognition and Development, 2018
Developmental theory has long emphasized the importance of linking perception, cognition, and action. Techniques designed to record the spatial and temporal characteristics of hand movements (i.e., "manual dynamics") present new opportunities to study the nature of these links across development by providing a window into how perceptual,…
Descriptors: Motor Reactions, Children, Measurement Techniques, Adults
Peer reviewed Peer reviewed
Direct linkDirect link
Byrnes, James P.; Miller-Cotto, Dana; Wang, Aubrey H. – Journal of Cognition and Development, 2018
As the United States experiences greater income inequality, more and more students experience an early science achievement gap. This study tested several competing theoretical models of early science achievement with a longitudinal sample of 14,624 children who were followed from kindergarten entry to the end of 1st grade. To understand why and…
Descriptors: Cognitive Development, Grade 1, Elementary School Students, Kindergarten
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