NotesFAQContact Us
Collection
Advanced
Search Tips
Source
Developmental Science197
Audience
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing 1 to 15 of 197 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Engarhos, Paraskevi; Shohoudi, Azadeh; Crossman, Angela; Talwar, Victoria – Developmental Science, 2020
The current study examined the influence of observing another's lie- or truth-telling -- and its consequences -- on children's own honesty about a transgression. Children (N = 224, 5-8 years of age) observed an experimenter (E) tell the truth or lie about a minor transgression in one of five conditions: (a) Truth-Positive Outcome -- E told the…
Descriptors: Ethics, Deception, Young Children, Child Behavior
Peer reviewed Peer reviewed
Direct linkDirect link
Brinchmann, Ellen Irén; Braeken, Johan; Lyster, Solveig-Alma Halaas – Developmental Science, 2019
Previous studies of individual differences have revealed strong correlations between children's vocabulary and grammatical abilities, and these data have been used to support theoretical accounts positing direct developmental relations between these two areas of language. However, between-person differences do not necessarily reflect…
Descriptors: Vocabulary, Grammar, Language Acquisition, Young Children
Peer reviewed Peer reviewed
Direct linkDirect link
Snowling, Margaret J.; Lervåg, Arne; Nash, Hannah M.; Hulme, Charles – Developmental Science, 2019
Speech perception deficits are commonly reported in dyslexia but longitudinal evidence that poor speech perception compromises learning to read is scant. We assessed the hypothesis that phonological skills, specifically phoneme awareness and RAN, mediate the relationship between speech perception and reading. We assessed longitudinal predictive…
Descriptors: Speech Communication, Dyslexia, Phonology, Phonemic Awareness
Peer reviewed Peer reviewed
Direct linkDirect link
Plebanek, Daniel J.; Sloutsky, Vladimir M. – Developmental Science, 2019
Selective attention is fundamental for learning across many situations, yet it exhibits protracted development, with young children often failing to filter out distractors. In this research, we examine links between selective attention and working memory (WM) capacity across development. One possibility is that WM is resource-limited, with…
Descriptors: Attention, Young Children, Short Term Memory, Child Development
Peer reviewed Peer reviewed
Direct linkDirect link
Gibson, Dominic J.; Gunderson, Elizabeth A.; Spaepen, Elizabet; Levine, Susan C.; Goldin-Meadow, Susan – Developmental Science, 2019
When asked to explain their solutions to a problem, children often gesture and, at times, these gestures convey information that is different from the information conveyed in speech. Children who produce these gesture-speech "mismatches" on a particular task have been found to profit from instruction on that task. We have recently found…
Descriptors: Numbers, Nonverbal Communication, Teaching Methods, Speech Communication
Peer reviewed Peer reviewed
Direct linkDirect link
McLoughlin, Niamh; Over, Harriet – Developmental Science, 2019
We investigated whether encouraging young children to discuss the mental states of an immigrant group would elicit more prosocial behaviour towards them and impact on their perception of a group member's emotional experience. Five- and 6-year-old children were either prompted to talk about the thoughts and feelings of this social group or to talk…
Descriptors: Prosocial Behavior, Young Children, Social Attitudes, Immigrants
Peer reviewed Peer reviewed
Direct linkDirect link
Birulés, Joan; Bosch, Laura; Brieke, Ricarda; Pons, Ferran; Lewkowicz, David J. – Developmental Science, 2019
Previous findings indicate that bilingual Catalan/Spanish-learning infants attend more to the highly salient audiovisual redundancy cues normally available in a talker's mouth than do monolingual infants. Presumably, greater attention to such cues renders the challenge of learning two languages easier. Spanish and Catalan are, however,…
Descriptors: Bilingualism, Attention, Human Body, Infants
Peer reviewed Peer reviewed
Direct linkDirect link
Blakey, Emma; Tecwyn, Emma C.; McCormack, Teresa; Lagnado, David A.; Hoerl, Christoph; Lorimer, Sara; Buehner, Marc J. – Developmental Science, 2019
It is well established that the temporal proximity of two events is a fundamental cue to causality. Recent research with adults has shown that this relation is bidirectional: events that are believed to be causally related are perceived as occurring closer together in time--the so-called temporal binding effect. Here, we examined the developmental…
Descriptors: Young Children, Proximity, Time Perspective, Individual Development
Peer reviewed Peer reviewed
Direct linkDirect link
Hurst, Michelle A.; Cordes, Sara – Developmental Science, 2019
Across two experiments, we investigated how verbal labels impact the way young children attend to proportional information, well before the introduction of formal fraction education. Five- to seven-year-old children were introduced to equivalent non-symbolic proportions labeled in one of three ways: (a) a single, categorical label for multiple…
Descriptors: Fractions, Young Children, Mathematics Skills, Logical Thinking
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Grzyb, Beata J.; Nagai, Yukie; Asada, Minoru; Cattani, Allegra; Floccia, Caroline; Cangelosi, Angelo – Developmental Science, 2019
Young children sometimes attempt an action on an object, which is inappropriate because of the object size--they make scale errors. Existing theories suggest that scale errors may result from immaturities in children's action planning system, which might be overpowered by increased complexity of object representations or developing teleofunctional…
Descriptors: Error Patterns, Young Children, Cognitive Processes, Semantics
Peer reviewed Peer reviewed
Direct linkDirect link
Dulay, Katrina M.; Cheung, Sum K.; McBride, Catherine – Developmental Science, 2019
We examined the joint role of parental word reading skills and conventional home literacy environment measures among 320 Filipino low- to middle-income families in Cebu City, Philippines with children aged 5-8 years old. A ranking of parent-reported ratings of their frequency of engaging in home literacy activities and adult literacy practices…
Descriptors: Foreign Countries, Family Literacy, Reading Skills, Family Income
Peer reviewed Peer reviewed
Direct linkDirect link
Black, Maureen M.; Yimgang, Doris P.; Hurley, Kristen M.; Harding, Kimberly B.; Fernandez-Rao, Sylvia; Balakrishna, Nagalla; Radhakrishna, Kankipati V.; Reinhart, Gregory A.; Nair, Krishnapillai Madhavan – Developmental Science, 2019
Stunting has been negatively associated with children's development. We examined the range of height by testing hypotheses: (a) height is positively associated with children's development, with associations moderated by inflammation and (b) home environments characterized by nurturance and early learning opportunities is positively associated with…
Descriptors: Body Height, Infants, Child Development, Physical Development
Peer reviewed Peer reviewed
Direct linkDirect link
Milosavljevic, Bosiljka; Vellekoop, Perijne; Maris, Helen; Halliday, Drew; Drammeh, Saikou; Sanyang, Lamin; Darboe, Momodou K.; Elwell, Clare; Moore, Sophie E.; Lloyd-Fox, Sarah – Developmental Science, 2019
Infants in low-resource settings are at heightened risk for compromised cognitive development due to a multitude of environmental insults in their surroundings. However, the onset of adverse outcomes and trajectory of cognitive development in these settings is not well understood. The aims of the present study were to adapt the Mullen Scales of…
Descriptors: Foreign Countries, Cognitive Ability, Young Children, Motor Development
Peer reviewed Peer reviewed
Direct linkDirect link
Peterson, Robin L.; Arnett, Anne B.; Pennington, Bruce F.; Byrne, Brian; Samuelsson, Stefan; Olson, Richard K. – Developmental Science, 2018
Previous research has established that learning to read improves children's performance on reading-related phonological tasks, including phoneme awareness (PA) and nonword repetition. Few studies have investigated whether literacy acquisition also promotes children's rapid automatized naming (RAN). We tested the hypothesis that literacy…
Descriptors: Naming, Phonemic Awareness, Twins, Models
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  14