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Aschersleben, Gisa; Henning, Anne; Daum, Moritz M. – Cognitive Development, 2013
Research on early physical reasoning has shown surprising discontinuities in developmental trajectories. Infants possess some skills that seem to disappear and then re-emerge in childhood. It has been suggested that prediction skills required in search tasks might cause these discontinuities (Keen, 2003). We tested 3.5- to 5-year-olds'…
Descriptors: Cognitive Processes, Prediction, Preschool Children, Infants
Fernbach, Philip M.; Macris, Deanna M.; Sobel, David M. – Cognitive Development, 2012
We evaluate the hypothesis that children's diagnostic causal reasoning becomes more sophisticated as their understanding of uncertainty advances. When the causal status of candidate causes was known, 3- and 4-year-olds were capable of diagnostic inference (Experiment 1) and could revise their beliefs when told their initial diagnosis was incorrect…
Descriptors: Preschool Children, Inferences, Hypothesis Testing, Age Differences
Lahat, Ayelet; Helwig, Charles C.; Zelazo, Philip David – Cognitive Development, 2012
Moral and conventional violations are usually judged differently: Only moral violations are treated as independent of social rules. To investigate the cognitive processing involved in the development of this distinction, undergraduates (N = 34), adolescents (N = 34), and children (N = 14) read scenarios presented on a computer that had 1 of 3…
Descriptors: Adolescents, Age Differences, Cognitive Processes, Undergraduate Students
Recchia, Holly E.; Brehl, Beverly A.; Wainryb, Cecilia – Cognitive Development, 2012
The goal of this study was to investigate children's descriptions and evaluations of their reasons for leaving others out of a peer group. A total of 84 children (divided into 7-, 11-, and 17-year-old age groups) provided a narrative account of a time they excluded a peer and were subsequently asked to evaluate their reasons for exclusion. With…
Descriptors: Older Adults, Peer Groups, Cognitive Development, Moral Development
Nguyen, Simone P.; Gelman, A. – Cognitive Development, 2012
Four studies examined the role of generic language in facilitating 4- and 5-year-old children's ability to cross-classify. Participants were asked to classify an item into a familiar (taxonomic or script) category, then cross-classify it into a novel (script or taxonomic) category with the help of a clue expressed in either generic or specific…
Descriptors: Classification, Generalization, Children, Experiments
Kim, Sunae; Kalish, Charles W.; Harris, Paul L. – Cognitive Development, 2012
Prior work shows that children can make inductive inferences about objects based on their labels rather than their appearance (Gelman, 2003). A separate line of research shows that children's trust in a speaker's label is selective. Children accept labels from a reliable speaker over an unreliable speaker (e.g., Koenig & Harris, 2005). In the…
Descriptors: Logical Thinking, Inferences, Classification, Young Children
Grazzani, Ilaria; Ornaghi, Veronica – Cognitive Development, 2012
This study investigates the relationship between mental-state language and theory of mind in primary school children. The participants were 110 primary school students (mean age = 9 years and 7 months; SD = 12.7 months). They were evenly divided by gender and belonged to two age groups (8- and 10-year-olds). Linguistic, metacognitive and cognitive…
Descriptors: Theory of Mind, Verbal Ability, Cognitive Development, Primary Education
Pillow, Bradford H.; Pearson, RaeAnne M. – Cognitive Development, 2012
In three studies, 5-10-year-old children and an adult comparison group judged another's certainty in making inductive inferences and guesses. Participants observed a puppet make strong inductions, weak inductions, and guesses. Participants either had no information about the correctness of the puppet's conclusion, knew that the puppet was correct,…
Descriptors: Puppetry, Logical Thinking, Inferences, Children
Schleepen, Tamara M. J.; Jonkman, Lisa M. – Cognitive Development, 2012
In adults, the ability to apply semantic grouping strategies has been found to depend on working memory. To investigate this relation in children, two sort-recall tasks (one without and one with a grouping instruction) were administered to 6-12-year-olds. The role of working memory was examined by means of mediation analyses and by assessing…
Descriptors: Semantics, Short Term Memory, Children, Task Analysis
Frick, Andrea; Newcombe, Nora S. – Cognitive Development, 2012
Spatial scaling is an integral aspect of many spatial tasks that involve symbol-to-referent correspondences (e.g., map reading, drawing). In this study, we asked 3-6-year-olds and adults to locate objects in a two-dimensional spatial layout using information from a second spatial representation (map). We examined how scaling factor and reference…
Descriptors: Scaling, Spatial Ability, Toddlers, Young Children
Candan, Ayse; Kuntay, Aylin C.; Yeh, Ya-ching; Cheung, Hintat; Wagner, Laura; Naigles, Letitia R. – Cognitive Development, 2012
We compare the processing of transitive sentences in young learners of a strict word order language (English) and two languages that allow noun omissions and many variant word orders: Turkish, a case-marked language, and Mandarin Chinese, a non case-marked language. Children aged 1-3 years listened to simple transitive sentences in the typical…
Descriptors: Sentences, Language Acquisition, Mandarin Chinese, Word Order
Garon, Nancy M.; Longard, Julie; Bryson, Susan E.; Moore, Chris – Cognitive Development, 2012
This study explored factors underlying preschoolers' ability to make future-oriented choices. In a delay-of-gratification choice task, quantity and visibility of the reward was systematically varied. Participants included 90 typically developing children aged 2-4 years. Children made more choices to delay gratification as the quantity of the…
Descriptors: Delay of Gratification, Age Differences, Rewards, Decision Making
Westermann, Gert; Mareschal, Denis – Cognitive Development, 2012
Computational models are tools for testing mechanistic theories of learning and development. Formal models allow us to instantiate theories of cognitive development in computer simulations. Model behavior can then be compared to real performance. Connectionist models, loosely based on neural information processing, have been successful in…
Descriptors: Classification, Infants, Cognitive Development, Computation
Freitag, Claudia; Schwarzer, Gudrun – Cognitive Development, 2011
Three experiments examined 3- and 5-year-olds' recognition of faces in constant and varied emotional expressions. Children were asked to identify repeatedly presented target faces, distinguishing them from distractor faces, during an immediate recognition test and during delayed assessments after 10 min and one week. Emotional facial expression…
Descriptors: Age Differences, Nonverbal Communication, Psychological Patterns, Young Children
Mahy, Caitlin E. V.; Moses, Louis J. – Cognitive Development, 2011
The current study examined the role of executive functioning (EF) in children's prospective memory (PM) by assessing the effect of delay and number of intentions to-be-remembered on PM, as well as relations between PM and EF. Ninety-six 4-, 5-, and 6-year-olds completed a PM task and two executive function tasks. The PM task required children to…
Descriptors: Intention, Young Children, Age Differences, Short Term Memory