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Emberson, Lauren L.; Misyak, Jennifer B.; Schwade, Jennifer A.; Christiansen, Morten H.; Goldstein, Michael H. – Developmental Science, 2019
Statistical learning (SL), sensitivity to probabilistic regularities in sensory input, has been widely implicated in cognitive and perceptual development. Little is known, however, about the underlying mechanisms of SL and whether they undergo developmental change. One way to approach these questions is to compare SL across perceptual modalities.…
Descriptors: Statistics, Learning Processes, Infants, Learning Modalities
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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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Grossheinrich, Nicola; Schulte-Körne, Gerd; Marschik, Peter B; Kademann, Stefanie; von Suchodoletz, Waldemar; Sachse, Steffi – Developmental Science, 2019
Background: Early intervention for children identified as late talkers (LTs) at the age of 24 months is still a controversial issue in research and clinical routine. Previous studies have shown inconsistent results regarding predictors of early lexical deficits on school-age outcomes of late-talking toddlers. Methods: In a five-wave follow-up…
Descriptors: Toddlers, Child Language, Delayed Speech, Verbal Development
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Lei, Ryan F.; Green, Emily R.; Leslie, Sarah-Jane; Rhodes, Marjorie – Developmental Science, 2019
Over the course of middle childhood, children's interest and beliefs about their own capacities for success in science often decline. This pernicious decline is especially evident among underrepresented groups, including girls, members of some racial and ethnic minorities, and children from lower socioeconomic backgrounds. The present research…
Descriptors: Children, Self Efficacy, Scientists, Vocational Interests
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Di Giorgio, Elisa; Lunghi, Marco; Rugani, Rosa; Regolin, Lucia; Dalla Barba, Beatrice; Vallortigara, Giorgio; Simion, Francesca – Developmental Science, 2019
Humans represent numbers on a mental number line with smaller numbers on the left and larger numbers on the right side. A left-to-right oriented spatial-numerical association, (SNA), has been demonstrated in animals and infants. However, the possibility that SNA is learnt by early exposure to caregivers' directional biases is still open. We…
Descriptors: Numbers, Cognitive Processes, Spatial Ability, Neonates
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O'Rear, Connor D.; McNeil, Nicole M. – Developmental Science, 2019
How does improving children's ability to label set sizes without counting affect the development of understanding of the cardinality principle? It may accelerate development by facilitating subsequent alignment and comparison of the cardinal label for a given set and the last word counted when counting that set (Mix et al., 2012). Alternatively,…
Descriptors: Geometric Concepts, Number Concepts, Computation, Preschool Children
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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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Vilain, Anne; Dole, Marjorie; Loevenbruck, Hélène; Pascalis, Olivier; Schwartz, Jean-Luc – Developmental Science, 2019
The influence of motor knowledge on speech perception is well established, but the functional role of the motor system is still poorly understood. The present study explores the hypothesis that speech production abilities may help infants discover phonetic categories in the speech stream, in spite of coarticulation effects. To this aim, we…
Descriptors: Infants, Phonemes, Articulation (Speech), Child Language
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Uy, Jessica P.; Goldenberg, Diane; Tashjian, Sarah M.; Do, Kathy T.; Galván, Adriana – Developmental Science, 2019
Biologically embedded experiences alter developmental trajectories in ways that can influence health, learning, and/or behavior. These systematic differences in experiences may contribute to different biological outcomes as individuals grow and develop, including at the neural level. Previous studies of biologically embedded experiences on…
Descriptors: Physical Environment, Family Environment, Brain Hemisphere Functions, Cognitive Development
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Slone, Lauren K.; Smith, Linda B.; Yu, Chen – Developmental Science, 2019
Object names are a major component of early vocabularies and learning object names depends on being able to visually recognize objects in the world. However, the fundamental visual challenge of the moment-to-moment variations in object appearances that learners must resolve has received little attention in word learning research. Here we provide…
Descriptors: Vocabulary Development, Infants, Object Permanence, Recognition (Psychology)
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Singh, Leher; Quinn, Paul C.; Xiao, Naiqi G.; Lee, Kang – Developmental Science, 2019
Bilingualism exerts early and pervasive effects on cognition, observable in infancy. Thus far, investigations of infant bilingual cognition have focused on sensitivity to visual memory, executive function, and linguistic sensitivity. Much less research has focused on how bilingualism impacts processing of social cues. The present study sought to…
Descriptors: Monolingualism, Bilingualism, Infants, Racial Bias
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Wang, Jinjing; Feigenson, Lisa – Developmental Science, 2019
Children do not understand the meanings of count words like "two" and "three" until the preschool years. But even before knowing the meanings of these individual words, might they recognize that counting is "about" the dimension of number? Here in five experiments, we asked whether infants already associate counting…
Descriptors: Infants, Numeracy, Computation, Numbers
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Younger, Jessica W.; Lee, Keun-Woo; Demir-Lira, Ozlem E.; Booth, James R. – Developmental Science, 2019
Socioeconomic status (SES) has been shown to influence language skills, with children of lower SES backgrounds performing worse on language assessments compared to their higher SES peers. While there is abundant behavioral research on the effects of SES, whether there are differences in the neural mechanisms used to support language skill is less…
Descriptors: Socioeconomic Status, Phonological Awareness, Language Skills, Comparative Analysis
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Carroll, Julia M.; Breadmore, Helen L. – Developmental Science, 2018
Children with reading difficulties and children with a history of repeated ear infections (Otitis Media, OM) are both thought to have phonological impairments, but for quite different reasons. This paper examines the profile of phonological and morphological awareness in poor readers and children with OM. Thirty-three poor readers were compared to…
Descriptors: Phonological Awareness, Diseases, Phonemes, Reading Difficulties
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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
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