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Donnellan, Ed; Bannard, Colin; McGillion, Michelle L.; Slocombe, Katie E.; Matthews, Danielle – Developmental Science, 2020
What aspects of infants' prelinguistic communication are most valuable for learning to speak, and why? We test whether early vocalizations and gestures drive the transition to word use because, in addition to indicating motoric readiness, they (a) are early instances of intentional communication and (b) elicit verbal responses from caregivers. In…
Descriptors: Infants, Expressive Language, Vocabulary Development, Child Development
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Engelhardt, Laura E.; Church, Jessica A.; Paige Harden, K.; Tucker-Drob, Elliot M. – Developmental Science, 2019
Behavioral and molecular genetic research has established that child cognitive ability and academic performance are substantially heritable, but genetic variation does not account for all of the stratification of cognitive and academic outcomes across families. Which specific contexts and experiences contribute to these "shared…
Descriptors: Cognitive Ability, Academic Achievement, Twins, Genetics
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Hulme, Charles; Zhou, Lulin; Tong, Xiuli; Lervåg, Arne; Burgoyne, Kelly – Developmental Science, 2019
This study investigates the longitudinal predictors of the development of Chinese word reading skills and potential bidirectional relationships between Chinese word reading and oral language skills. We examine, in a 2-year longitudinal study, a wide range of theoretically important predictors (phonological awareness, tone awareness, morphological…
Descriptors: Mandarin Chinese, Longitudinal Studies, Predictor Variables, Oral Language
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Lourenco, Stella F.; Aulet, Lauren S. – Developmental Science, 2019
There is general agreement that humans represent numerical, spatial, and temporal magnitudes from early in development. However, there is disagreement about whether different magnitudes converge within a general magnitude system and whether this system supports behavioral demonstrations of cross-magnitude interactions at different developmental…
Descriptors: Developmental Stages, Infants, Preschool Children, Age Differences
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Liu, Janelle; Tsang, Tawny; Jackson, Lisa; Ponting, Carolyn; Jeste, Shafali S.; Bookheimer, Susan Y.; Dapretto, Mirella – Developmental Science, 2019
Altered structural connectivity has been identified as a possible biomarker of autism spectrum disorder (ASD) risk in the developing brain. Core features of ASD include impaired social communication and early language delay. Thus, examining white matter tracts associated with language may lend further insight into early signs of ASD risk and the…
Descriptors: Autism, Pervasive Developmental Disorders, Interpersonal Competence, Brain Hemisphere Functions
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Ece Demir-Lira, Ö.; Applebaum, Lauren R.; Goldin-Meadow, Susan; Levine, Susan C. – Developmental Science, 2019
It is widely believed that reading to preschool children promotes their language and literacy skills. Yet, whether early parent-child book reading is an index of generally rich linguistic input or a unique predictor of later outcomes remains unclear. To address this question, we asked whether naturally occurring parent-child book reading…
Descriptors: Reading Aloud to Others, Preschool Children, Parent Child Relationship, Linguistic Input
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Slusser, Emily; Ribner, Andrew; Shusterman, Anna – Developmental Science, 2019
Children's early math skills have been hailed as a powerful predictor of academic success. Disparities in socioeconomic context, however, also have dramatic consequences on children's learning. It is therefore critical to investigate both of these distinct contributors in order to better understand the early foundations of children's academic…
Descriptors: Mathematics Skills, Predictor Variables, Socioeconomic Status, Vocabulary
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Gilligan, Katie A.; Hodgkiss, Alex; Thomas, Michael S. C.; Farran, Emily K. – Developmental Science, 2019
Spatial thinking is an important predictor of mathematics. However, existing data do not determine whether all spatial sub-domains are equally important for mathematics outcomes nor whether mathematics-spatial associations vary through development. This study addresses these questions by exploring the developmental relations between mathematics…
Descriptors: Spatial Ability, Predictor Variables, Mathematics Skills, Elementary School Students
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Wolf, Sharon; McCoy, Dana Charles – Developmental Science, 2019
The majority of evidence on the interplay between academic and non-academic skills comes from high-income countries. The aim of this study was to examine the bidirectional associations between Ghanaian children's executive function, social-emotional, literacy, and numeracy skills longitudinally. Children (N = 3,862; M age = 5.2 years at time 1)…
Descriptors: Executive Function, Young Children, Literacy, Numeracy
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Obradovic, Jelena; Finch, Jenna E.; Portilla, Ximena A.; Rasheed, Muneera A.; Tirado-Strayer, Nicole; Yousafzai, Aisha K. – Developmental Science, 2019
This study extends the methodological and theoretical understanding of executive functions (EFs) in preschoolers from low- and middle-income countries (LMIC). First, the authors describe a rigorous process of adapting and evaluating six EF tasks to produce a culturally and developmentally appropriate measure of emerging EFs in a large sample of…
Descriptors: Executive Function, Low Income, Task Analysis, Child Development
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Kalashnikova, Marina; Goswami, Usha; Burnham, Denis – Developmental Science, 2019
Here we report, for the first time, a relationship between sensitivity to amplitude envelope rise time in infants and their later vocabulary development. Recent research in auditory neuroscience has revealed that amplitude envelope rise time plays a mechanistic role in speech encoding. Accordingly, individual differences in infant discrimination…
Descriptors: Infants, Auditory Perception, Vocabulary Development, Speech
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Blankenship, Tashauna L.; Slough, Madeline A.; Calkins, Susan D.; Deater-Deckard, Kirby; Kim-Spoon, Jungmeen; Bell, Martha Ann – Developmental Science, 2019
This study provides the first analyses connecting individual differences in infant attention to reading achievement through the development of executive functioning (EF) in infancy and early childhood. Five-month-old infants observed a video, and peak look duration and shift rate were video coded and assessed. At 10 months, as well as 3, 4, and…
Descriptors: Attention, Executive Function, Infants, Reading Achievement
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Ding, Xiao Pan; Heyman, Gail D.; Fu, Genyue; Zhu, Bo; Lee, Kang – Developmental Science, 2018
We investigated how the ability to deceive emerges in early childhood among a sample of young preschoolers (Mean age = 34.7 months). We did this via a 10-session microgenetic method that took place over a 10-day period. In each session, children played a zero-sum game against an adult to win treats. In the game, children hid the treats and had…
Descriptors: Preschool Children, Deception, Games, Rewards
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Hussak, Larisa J.; Cimpian, Andrei – Developmental Science, 2018
We tested the hypothesis that political attitudes are influenced by an information-processing factor--namely, a bias in the content of everyday explanations. Because many societal phenomena are enormously complex, people's understanding of them often relies on heuristic shortcuts. For instance, when generating explanations for such phenomena…
Descriptors: Political Attitudes, Bias, Predictor Variables, Ideology
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Lany, Jill – Developmental Science, 2018
Children who rapidly recognize and interpret familiar words typically have accelerated lexical growth, providing indirect evidence that lexical processing efficiency (LPE) is related to word-learning ability. Here we directly tested whether children with better LPE are better able to learn novel words. In Experiment 1, 17- and 30-month-olds were…
Descriptors: Language Acquisition, Word Recognition, Age Differences, Language Processing
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