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A Cross-Cultural Study of Theory of Mind Using Strange Stories in School-Aged Children from Australia and Mainland China
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Wang, Si; Andrews, Glenda; Pendergast, Donna; Neumann, David; Chen, Yulu; Shum, David H. K. – Journal of Cognition and Development, 2022
To date, cross-cultural studies on Theory of Mind (ToM) have predominantly focused on preschoolers. This study focuses on middle childhood, comparing two samples of mainland Chinese (n = 126) and Australian (n = 83) children aged between 5.5 and 12 years. Strange Stories, the most commonly used measure of ToM, was employed. The study aimed to…
Descriptors: Theory of Mind, Preschool Children, Measures (Individuals), Story Telling
Maternal Emotional Reminiscing, Child Autobiographical Memory, and Their Associations with Pre-Schoolers' Socioemotional Functioning
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Wu, Yun; He, Zijing; Jobson, Laura – Journal of Cognition and Development, 2022
This study aimed to explore the possible indirect pathway between maternal reminiscing style and child socioemotional functioning (prosocial behaviors and emotional adjustment difficulties) through children's autobiographical memory (elaboration and specificity). A secondary exploratory aim was to examine whether cultural context moderated these…
Descriptors: Foreign Countries, Preschool Children, Mothers, Recall (Psychology)
Reading as a Cultural Tool for Neurocognitive Development: A Complex Interactive Relationship between Reading Acquisition and Visuospatial Development for Indigenous and Non-Indigenous Australians
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Freire, Melissa R.; Pammer, Kristen – Journal of Cognition and Development, 2022
Standard Australian reading assessment tests are criticized for being culturally inappropriate for use with Australian Indigenous children, particularly for those living in remote and very remote regions, as these tests are culturally biased towards mainstream Australian culture and imperceptive to Indigenous knowledge, language, concepts, and…
Descriptors: Foreign Countries, Indigenous Populations, Reading Skills, Spatial Ability
Deafness and Theory of Mind Performance: Associations among Filipino Children, Adolescents, and Young Adults
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de Gracia, Ma. Regina Laya; de Rosnay, Marc; Hawes, David; Perez, Maria Veronica Templo – Journal of Cognition and Development, 2020
The acquisition of theory of mind (ToM) -- the ability to attribute mental states to explain others' behaviors -- is a critical milestone in children's cognitive development. Previous research has established that deaf children experience significant delays in ToM compared to hearing children within the same culture. However, prior studies were…
Descriptors: Foreign Countries, Deafness, Theory of Mind, Correlation
The Influence of Spatial Visualization Training on Students' Spatial Reasoning and Mathematics Performance
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Lowrie, Tom; Logan, Tracy; Hegarty, Mary – Journal of Cognition and Development, 2019
Over three decades of research has shown that spatial reasoning and mathematics performance are highly correlated. Spatial visualization, in particular, has been found to predict mathematics performance in primary and middle school children. This research sought to determine the effectiveness of a spatial visualization intervention program on…
Descriptors: Spatial Ability, Visualization, Mathematics Achievement, Mathematics Skills
Integrating Bilingualism, Verbal Fluency, and Executive Functioning across the Lifespan
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Zeng, Zhen; Kalashnikova, Marina; Antoniou, Mark – Journal of Cognition and Development, 2019
Bilingual experience has an impact on an individual's linguistic processing and general cognitive abilities. The relation between these linguistic and non-linguistic domains, in turn, is mediated by individual linguistic proficiency and developmental changes that take place across the lifespan. This study evaluated this relationship by assessing…
Descriptors: Bilingualism, Verbal Ability, Language Fluency, Executive Function