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Yang, Yingying; Li, Weijia; Wang, Qi – Journal of Cognition and Development, 2022
Relatively few studies have directly examined children's memory of object-based spatial structure of room-sized environments. The current study investigated how children remember the spatial structure of a room, and the role of pictorial working memory (WM) and different testing perspectives in this process. In Experiment 1, 80 children aged 5 to…
Descriptors: Young Children, Spatial Ability, Memory, Short Term Memory
van 't Noordende, Jaccoline E.; Kroesbergen, Evelyn H.; Leseman, Paul P. M.; Volman, M. J. M. – Journal of Cognition and Development, 2021
The development of (early) numerical cognition builds on children's ability to understand and manipulate quantities and numbers. However, previous research did not find conclusive evidence on the role of symbolic and non-symbolic skills in the development of (early) numerical cognition. The aim of the current study was to clarify the relation…
Descriptors: Numeracy, Schemata (Cognition), Preschool Children, Skill Development
Investigating the Associations between Family Alliance and Executive Functioning in Middle Childhood
Hébert, Élizabeth; Regueiro, Sophie; Bernier, Annie – Journal of Cognition and Development, 2021
There is now wide consensus that the quality of family relationships is involved in the development of child executive functioning (EF), a set of cognitive skills that bear critical importance for social and academic adjustment at school. This body of research has, however, focused almost exclusively on dyadic parent-child interactions and failed…
Descriptors: Family Relationship, Child Development, Executive Function, Foreign Countries
Hudson, Kesha N.; Coffman, Jennifer L.; Ornstein, Peter A. – Journal of Cognition and Development, 2018
Data from a longitudinal investigation were used to examine the effects of mothers' and teachers' language on children's developing mathematical competencies during the kindergarten year. Specifically, 1) mothers' use of metamemory talk, or references to the process of remembering, and 2) teachers' use of "cognitive processing language"…
Descriptors: Kindergarten, Mothers, Preschool Teachers, Addition
Beck, Danielle M.; Schaefer, Catherine; Pang, Karen; Carlson, Stephanie M. – Journal of Cognition and Development, 2011
Research suggests that executive function (EF) may distinguish between children who are well- or ill-prepared for kindergarten; however, little is known about the test-retest reliability of measures of EF for children. We aimed to establish a battery of EF measures that are sensitive to both development and individual differences across the…
Descriptors: Test Reliability, Preschool Children, Cognitive Processes, School Readiness