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Direct linkChang Xu; Hongxia Li; Sabrina Di Lonardo Burr; Jiwei Si; Jo-Anne LeFevre; Xinfeng Zhuo – Journal of Cognition and Development, 2024
Students' understanding of the meaning of the equal sign develops slowly over the primary grades. In addition to updating their representations of equations to recognize that the equal sign represents an equivalence relation rather than signaling an operation, students need to move beyond full computation to efficiently solve equivalence problems.…
Descriptors: Mathematics Achievement, Grade 3, Grade 4, Elementary School Students
Doz, Eleonora; Cuder, Alessandro; Pellizzoni, Sandra; Carretti, Barbara; Passolunghi, Maria Chiara – Journal of Cognition and Development, 2023
A crucial component of mathematics curriculum in primary education is represented by the ability to solve arithmetic word problems. Previous studies investigated predominantly the cognitive factors underlying this skill, neglecting the role of emotional (e.g. math anxiety -- MA) and metacognitive aspects (e.g. perceived difficulty). Some findings…
Descriptors: Arithmetic, Word Problems (Mathematics), Problem Solving, Mathematics Anxiety
Norris, Megan N.; McDermott, Catherine H.; Noles, Nicholaus S. – Journal of Cognition and Development, 2023
Social categories are often defined by the boundaries that they form between individuals. However, many social structures describe "complementary" relationships between individuals, defining both the power that we hold over others and our obligations to them and vice versa. In two studies conducted in the U.S., we investigated a sample…
Descriptors: Social Cognition, Middle Class, Decision Making, Whites
Valcke, Alanna; Nilsen, Elizabeth S. – Journal of Cognition and Development, 2023
To successfully navigate their social worlds, children must adapt their behaviors to diverse situations and do so in a fluid fashion. The current study explored preschool-aged children's sensitivity to a gameplay context (cooperative/competitive) and messages from another (fictional) player (team-oriented/self-oriented) while distributing gameplay…
Descriptors: Task Analysis, Audio Equipment, Social Behavior, Child Behavior
Olivia K. Cook; Jennifer L. Coffman; Peter A. Ornstein – Journal of Cognition and Development, 2023
Children's use of appropriate techniques for remembering and the effectiveness of deliberate strategies improve throughout elementary school. However, relatively little is known about the contextual factors that may play a role in the development of these skills as children enter formal school. Building upon findings from the mother-child…
Descriptors: Kindergarten, Elementary School Students, Mothers, Memory
Echelbarger, Margaret; Roberts, Steven O.; Gelman, Susan A. – Journal of Cognition and Development, 2022
All societies have resource inequality, wherein some possess more resources than others. How should one respond to such inequality? We tested how children 4-13 years (N= 298) balance concerns about equity and ownership rights, when the two are at odds, in both individual (Study 1) and group (Study 2) contexts. Across these studies, children…
Descriptors: Ownership, Resources, Resource Allocation, Preschool Children
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
Morris, Bradley J.; Masnick, Amy M.; Was, Christopher A. – Journal of Cognition and Development, 2022
The statistical properties of data are not present in any individual value, but rather, emerge only by perceiving the set as a whole. Summarizing the statistical properties of sets (e.g., creating ensembles) is ubiquitous in cognition, yet one unanswered question is how this process changes over development. The properties of number sets (e.g.,…
Descriptors: Elementary School Students, Grade 4, Grade 6, Data Interpretation
AuBuchon, Angela M.; Elliott, Emily M.; Morey, Candice C.; Jarrold, Christopher; Cowan, Nelson; Adams, Eryn J.; Attwood, Meg; Bayram, Büsra; Blakstvedt, Taran Y.; Büttner, Gerhard; Castelain, Thomas; Cave, Shari; Crepaldi, Davide; Fredriksen, Eivor; Glass, Bret A.; Guitard, Dominic; Hoehl, Stefanie; Hosch, Alexis; Jeanneret, Stéphanie; Joseph, Tanya N.; Koch, Christopher; Lelonkiewicz, Jaroslaw R.; Meissner, Grace; Mendenhall, Whitney; Moreau, David; Ostermann, Thomas; Özdogru, Asil Ali; Padovani, Francesca; Poloczek, Sebastian; Röer, Jan Philipp; Schonberg, Christina; Tamnes, Christian K.; Tomasik, Martin J.; Valentini, Beatrice; Vergauwe, Evie; Vlach, Haley; Voracek, Martin – Journal of Cognition and Development, 2022
A recent Registered Replication Report (RRR) of the development of verbal rehearsal during serial recall revealed that children verbalized at younger ages than previously thought, but did not identify sources of individual differences. Here, we use mediation analysis to reanalyze data from the 934 children ranging from 5 to 10 years old from the…
Descriptors: Language Processing, Phonology, Serial Ordering, Recall (Psychology)
Steps in Theory-of-Mind Development in Hong Kong Cantonese-Speaking Children with and without Autism
Chi-Hang Cheung, Candice; Rong, Yicheng; Durrleman, Stephanie – Journal of Cognition and Development, 2022
It has been debated whether the progressive emergence of theory of mind (ToM) in autistic children is compatible with a "delayed" or "different" development model, and whether and how the sequential consolidation of ToM concepts is subject to cross-cultural variations in autistic and typically developing (TD) children. To study…
Descriptors: Theory of Mind, Autism Spectrum Disorders, Young Children, Perspective Taking
Schünemann, Britta; Proft, Marina; Rakoczy, Hannes – Journal of Cognition and Development, 2022
When and how do children develop an understanding of the subjectivity of intentions? Intentions are subjective mental states in many ways. One way concerns their aspectuality: Whether or not a given behavior constitutes an intentional action depends on how, under which aspect, the agent represents it. Oedipus, for example, intended to marry…
Descriptors: Child Development, Theory of Mind, Intention, Cognitive Ability
Godard, Marc; Wamain, Yannick; Ott, Laurent; Delepoulle, Samuel; Kalénine, Solène – Journal of Cognition and Development, 2022
Recent evidence in adults indicates that object perceptual processing is affected by the competition between action representations. In the absence of a specific motor plan, reachable objects associated with distinct structural (grasping) and functional (using) actions (e.g., calculator) elicit slower judgments than objects associated with similar…
Descriptors: Cognitive Processes, Age Differences, Priming, Competition
Kuzmina, Yulia; Antipkina, Inna – Journal of Cognition and Development, 2022
There are two lines of discussion regarding the function of the Approximate Number System (ANS). The first line focuses on the extent to which visual cues affect the estimation of numerosity. The second line investigates the extent to which ANS precision is associated with symbolic math performance. The current study combined these two lines of…
Descriptors: Correlation, Numeracy, Mathematics Achievement, Reaction Time
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
Lazonder, Ard W.; Janssen, Noortje; Gijlers, Hannie; Walraven, Amber – Journal of Cognition and Development, 2021
Scientific reasoning refers to the thinking skills involved in conceiving and conducting an investigation. This study examined how proficiency in performing these skills develops during the upper-elementary school years. A sample of 157 children (age 7-10) took a performance-based scientific reasoning test in three consecutive years. Four distinct…
Descriptors: Child Development, Skill Development, Gender Differences, Thinking Skills
