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Showing 1 to 15 of 41 results Save | Export
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Coffman, Jennifer L.; Grammer, Jennie K.; Hudson, Kesha N.; Thomas, Taylor E.; Villwock, Diane; Ornstein, Peter A. – Journal of Cognition and Development, 2019
As children transition from the early to later grades of elementary school, they become increasingly skilled at employing a variety of techniques -- such as rehearsal and organizational strategies -- for remembering information. Developmental changes in strategy use have been well documented, but little is known about the extent to which these…
Descriptors: Study Skills, Memory, Longitudinal Studies, Correlation
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Rodrigues, Pedro F. S.; Pandeirada, Josefa N. S. – Journal of Cognition and Development, 2019
Adolescence is a developmental period characterized by a complex maturation process of various cognitive abilities. Cognitive control, which includes response inhibition and working memory, is one of them. A typical study on response inhibition to visual stimuli presents distractors and targets on the same display (e.g., the computer screen).…
Descriptors: Spatial Ability, Environmental Influences, Visual Environment, Adolescents
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Pohl, Rüdiger F.; Bayen, Ute J.; Arnold, Nina; Auer, Tina-Sarah; Martin, Claudia – Journal of Cognition and Development, 2018
Hindsight bias is the tendency to overestimate one's prior knowledge of a fact or event after learning the actual fact. Recent research has suggested that age-related differences in hindsight bias may be based on age-related differences in inhibitory control. We tested whether this explanation held for 3 cognitive processes assumed to underlie…
Descriptors: Age Differences, Cognitive Processes, Memory, Bias
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Wang, Su-hua; Onishi, Kristine H. – Journal of Cognition and Development, 2017
Infants' representations of physical events are surprisingly flexible. Brief exposure to one event can immediately enhance infants' representations of another event. The present experiments tested two potential mechanisms underlying this priming: enhanced encoding or improved retrieval. Five-month-olds saw a target block become hidden inside a…
Descriptors: Infants, Cognitive Processes, Knowledge Representation, Observation
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Klemfuss, J. Zoe; Wang, Qi – Journal of Cognition and Development, 2017
This study examined the extent to which school-aged children's general narrative skills provide cognitive benefits for accurate remembering or enable good storytelling that undermines memory accuracy. European American and Chinese American 6-year-old boys and girls (N = 114) experienced a staged event in the laboratory and were asked to tell a…
Descriptors: Young Children, Story Telling, Long Term Memory, Accuracy
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Bauer, Patricia J.; Stewart, Rebekah; White, Elizabeth A.; Larkina, Marina – Journal of Cognition and Development, 2016
Episodic memories are of specific events and experiences associated with particular times and places. Whereas memory for the temporal aspects of past events has been a focus of research attention, memory for the location in which events were experienced has been less fully investigated. The limited developmental research suggests that…
Descriptors: Memory, Young Children, Recall (Psychology), Activities
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Hala, Suzanne; McKay, Lee-Ann; Brown, Alisha M. B.; San Juan, Valerie – Journal of Cognition and Development, 2016
Hala, Brown, McKay, and San Juan (2013) found that children as young as 2.5 years of age demonstrated high levels of accuracy when asked to recall whether they or the experimenter had carried out a particular action. In the research reported here, we examined the relation of early-emerging source monitoring to executive function abilities.…
Descriptors: Young Children, Executive Function, Memory, Recall (Psychology)
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Löffler, Elisabeth; von der Linden, Nicole; Schneider, Wolfgang – Journal of Cognition and Development, 2016
Two studies were conducted to investigate effects of domain knowledge on metacognitive monitoring across the life span in materials of different complexity. Participants from 4 age groups (3rd-grade children, adolescents, younger and older adults) were compared using an expert-novice paradigm. In Study 1, soccer experts' and novices'…
Descriptors: Metacognition, Age Differences, Grade 3, Children
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Frazier, Brandy N.; Gelman, Susan A.; Wellman, Henry M. – Journal of Cognition and Development, 2016
Research with preschool children has shown that explanations are important to them in that they actively seek explanations in their conversations with adults. But what sorts of explanations do they prefer, and what, if anything, do young children learn from the explanations they receive? Following a preliminary study with adults (N = 67) to…
Descriptors: Preschool Children, Epistemology, Concept Formation, Knowledge Level
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Klemfuss, J. Zoe – Journal of Cognition and Development, 2015
Theorists have identified language as a critical contributor to children's episodic memory development, yet studies linking language and memory have had mixed results. The present study aimed to clarify the mechanisms linking language and memory and to explain the previous mixed results. Sixty-four preschool children's receptive and productive…
Descriptors: Language Skills, Recall (Psychology), Preschool Children, Correlation
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Peterson, Carole; Fowler, Tania; Brandeau, Katherine M. – Journal of Cognition and Development, 2015
Four- to 11-year-old children were interviewed about 2 different sorts of memories in the same home visit: recent memories of highly salient and stressful events--namely, injuries serious enough to require hospital emergency room treatment--and their earliest memories. Injury memories were scored for amount of unique information, completeness…
Descriptors: Memory, Recall (Psychology), Young Children, Children
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Rajan, Vinaya; Cuevas, Kimberly; Bell, Martha Ann – Journal of Cognition and Development, 2014
Age-related differences in episodic memory judgments assessing recall of fact information and the source of this information were examined. The role of executive function (EF) in supporting early episodic memory ability was also explored. Four- and 6-year-old children were taught 10 novel facts from two different sources (experimenter or puppet),…
Descriptors: Executive Function, Memory, Children, Cognitive Development
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Tine, Michele – Journal of Cognition and Development, 2014
This study was designed to investigate if the working memory profiles of children living in rural poverty are distinct from the working memory profiles of children living in urban poverty. Verbal and visuospatial working memory tasks were administered to sixth-grade students living in low-income rural, low-income urban, high-income rural, and…
Descriptors: Short Term Memory, Urban Areas, Poverty, Comparative Analysis
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Cleveland, Emily Sutcliffe; Morris, Ashley – Journal of Cognition and Development, 2014
Thirty parents observed their preschoolers (M [subscript age] = 4;2) experience a standardized laboratory event and discussed the event with their child later that day. Children's memory for this event was subsequently tested at two delay intervals. Prior to the laboratory event, parents were randomly assigned to receive either autonomy-support…
Descriptors: Preschool Children, Memory, Motivation, Parents
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Goswick, Anna E.; Mullet, Hillary G.; Marsh, Elizabeth J. – Journal of Cognition and Development, 2013
Children's memories improve throughout childhood, and this improvement is often accompanied by a reduction in suggestibility. In this context, it is surprising that older children learn and reproduce more factual errors from stories than do younger children (Fazio & Marsh, 2008). The present study examined whether this developmental…
Descriptors: Multiple Choice Tests, Memory, Childrens Literature, Young Children
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