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Wilkey, Eric D.; Shanley, Lina; Sabb, Fred; Ansari, Daniel; Cohen, Jason C.; Men, Virany; Heller, Nicole A.; Clarke, Ben – Developmental Science, 2022
Children's ability to discriminate nonsymbolic number (e.g., the number of items in a set) is a commonly studied predictor of later math skills. Number discrimination improves throughout development, but what drives this improvement is unclear. Competing theories suggest that it may be due to a sharpening numerical representation or an improved…
Descriptors: Numbers, Mathematics Skills, Predictor Variables, Number Concepts
Hutchison, Jane E.; Ansari, Daniel; Zheng, Samuel; De Jesus, Stefanie; Lyons, Ian M. – Developmental Science, 2020
A long-standing debate in the field of numerical cognition concerns the degree to which symbolic and non-symbolic processing are related over the course of development. Of particular interest is the possibility that this link depends on the range of quantities in question. Behavioral and neuroimaging research with adults suggests that symbolic and…
Descriptors: Kindergarten, Numbers, Cognitive Processes, Young Children
Ferrand, Ludovic; Ducrot, Stéphanie; Chausse, Pierre; Maïonchi-Pino, Norbert; O'Connor, Richard J.; Parris, Benjamin A.; Perret, Patrick; Riggs, Kevin J.; Augustinova, Maria – Developmental Science, 2020
Only one previous developmental study of Stroop task performance (Schiller, 1966) has controlled for differences in processing speed that exist both within and between age groups. Therefore, the question of whether the early developmental change in the magnitude of Stroop interference actually persists after controlling for processing speed needs…
Descriptors: Interference (Learning), Age Differences, Individual Development, Cognitive Processes
Tillman, Katharine A.; Tulagan, Nestor; Fukuda, Eren; Barner, David – Developmental Science, 2018
When reasoning about time, English-speaking adults often invoke a "mental timeline" stretching from left to right. Although the direction of the timeline varies across cultures, the tendency to represent time as a line has been argued to be ubiquitous and primitive. On this hypothesis, we might predict that children also spontaneously…
Descriptors: Spatial Ability, Cognitive Processes, Time, Schemata (Cognition)
Emerson, Robert W.; Cantlon, Jessica F. – Developmental Science, 2015
Human children possess the ability to approximate numerical quantity nonverbally from a young age. Over the course of early childhood, children develop increasingly precise representations of numerical values, including a symbolic number system that allows them to conceive of numerical information as Arabic numerals or number words. Functional…
Descriptors: Longitudinal Studies, Number Concepts, Numbers, Neuropsychology
Eberhard-Moscicka, Aleksandra K.; Jost, Lea B.; Raith, Margit; Maurer, Urs – Developmental Science, 2015
During reading acquisition children learn to recognize orthographic stimuli and link them to phonology and semantics. The present study investigated neurocognitive processes of learning to read after one year of schooling. We aimed to elucidate the cognitive processes underlying neural tuning for print that has been shown to play an important role…
Descriptors: Beginning Reading, Phonological Awareness, Semantics, Neurological Organization
Mackey, Allyson P.; Hill, Susanna S.; Stone, Susan I.; Bunge, Silvia A. – Developmental Science, 2011
The goal of this study was to determine whether intensive training can ameliorate cognitive skills in children. Children aged 7 to 9 from low socioeconomic backgrounds participated in one of two cognitive training programs for 60 minutes/day and 2 days/week, for a total of 8 weeks. Both training programs consisted of commercially available…
Descriptors: Standardized Tests, Cognitive Processes, Training, Computer Uses in Education
Hannon, Erin E.; Soley, Gaye; Levine, Rachel S. – Developmental Science, 2011
Effects of culture-specific experience on musical rhythm perception are evident by 12 months of age, but the role of culture-general rhythm processing constraints during early infancy has not been explored. Using a habituation procedure with 5- and 7-month-old infants, we investigated effects of temporal interval ratio complexity on discrimination…
Descriptors: Music Education, Intervals, Music, Familiarity
Gao, Yu; Raine, Adrian; Venables, Peter H.; Dawson, Michael E.; Mednick, Sarnoff A. – Developmental Science, 2010
Although fear conditioning is an important psychological construct implicated in behavioral and emotional problems, little is known about how it develops in early childhood. Using a differential, partial reinforcement conditioning paradigm, this longitudinal study assessed skin conductance conditioned responses in 200 children at ages 3, 4, 5, 6,…
Descriptors: Emotional Problems, Models, Conditioning, Individual Differences
Leo, Irene; Simion, Francesca – Developmental Science, 2009
The present study was aimed at exploring newborns' ability to recognize configural changes within real face images by testing newborns' sensitivity to the Thatcher illusion. Using the habituation procedure, newborns' ability to discriminate between an unaltered face image and the same face with the eyes and the mouth 180 degrees rotated (i.e.…
Descriptors: Visual Stimuli, Neonates, Spatial Ability, Habituation
Luo, Yuyan; Johnson, Susan C. – Developmental Science, 2009
The present research examined whether infants as young as 6 months of age would consider what objects a human agent could perceive when interpreting her actions on the objects. In two experiments, the infants took the agent's actions of repeatedly reaching for and grasping one of two possible objects as suggesting her preference for that object…
Descriptors: Infants, Experiments, Visual Perception, Action Research
Naito, Mika; Seki, Yoshimi – Developmental Science, 2009
To investigate the relation between cognitive and affective social understanding, Japanese 4- to 8-year-olds received tasks of first- and second-order false beliefs and prosocial and self-presentational display rules. From 6 to 8 years, children comprehended display rules, as well as second-order false belief, using social pressures justifications…
Descriptors: Age Differences, Emotional Response, Emotional Development, Task Analysis
Cassia, Viola Macchi; Picozzi, Marta; Kuefner, Dana; Bricolo, Emanuela; Turati, Chiara – Developmental Science, 2009
The current study compared the development of holistic processing for faces and non-face visual objects by testing for the composite effect for faces and frontal images of cars in 3- to 5-year-old children and adults in a series of four experiments using a two-alternative forced-choice recognition task. Results showed that a composite effect for…
Descriptors: Young Children, Cognitive Processes, Motor Vehicles, Human Body
Riggins, Tracy; Miller, Neely C.; Bauer, Patricia J.; Georgieff, Michael K.; Nelson, Charles A. – Developmental Science, 2009
The ability to recall contextual details associated with an event begins to develop in the first year of life, yet adult levels of recall are not reached until early adolescence. Dual-process models of memory suggest that the distinct retrieval process that supports the recall of such contextual information is recollection. In the present…
Descriptors: Early Adolescents, Infants, Children, Memory
Rost, Gwyneth C.; McMurray, Bob – Developmental Science, 2009
Infants in the early stages of word learning have difficulty learning lexical neighbors (i.e. word pairs that differ by a single phoneme), despite their ability to discriminate the same contrast in a purely auditory task. While prior work has focused on top-down explanations for this failure (e.g. task demands, lexical competition), none has…
Descriptors: Learning Problems, Phonetics, Infants, Word Recognition
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