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Dore, Rebecca A.; Woolley, Jacqueline D.; Hixon, John G. – Journal of Cognition and Development, 2019
Children learn about the world through others' testimony, and much of this knowledge likely comes from parents. Furthermore, parents may sometimes want children to share their beliefs about topics on which there is no universal consensus. In discussing such topics, parents may use explicit belief statements (e.g., "Evolution is real") or…
Descriptors: Beliefs, Value Judgment, Young Children, Age Differences
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De Bordes, Pieter F.; Hasselman, Fred; Cox, Ralf F. A. – Journal of Cognition and Development, 2019
From a perceptual learning perspective, infants use social information (like gaze direction) in a similar way as other information in our physical environment (like object movements) to specify action possibilities. In the current study, we assumed that infants are able to learn an affordance upon observing an adult failing to act out that…
Descriptors: Infants, Perceptual Development, Observation, Cues
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Vonk, Jennifer; Rastogi, Geetanjali – Journal of Cognition and Development, 2019
Children show a bias toward information about shape when labeling or determining category membership for novel objects. The body of work with human children suggests that the shape bias is not restricted to linguistic contexts but is highly contingent on task demands. Testing nonhumans could provide additional information about the salience of…
Descriptors: Animals, Classification, Novelty (Stimulus Dimension), Bias
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Brey, Elizabeth; Shutts, Kristin – Journal of Cognition and Development, 2018
What factors contribute to children's tendency to view individuals as having different traits and abilities? The present research tested whether young children are influenced by adults' nonverbal behaviors when making inferences about peers. In Study 1, participants (aged 5-6 years) viewed multiple videos of interactions between a…
Descriptors: Young Children, Cues, Nonverbal Communication, Inferences
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Brosseau-Liard, Patricia E.; Iannuzziello, Alana; Varin, Jade – Journal of Cognition and Development, 2018
Children frequently select learning sources based on epistemic cues, or cues pertaining to informants' knowledge. Previous research has shown that preschoolers preferentially learn from informants who have been accurate in the past, appear confident, or have had visual access to relevant information. The present series of studies aimed to…
Descriptors: Comparative Analysis, Preschool Children, Epistemology, Cues
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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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Burack, Jacob A.; Russo, Natalie; Kovshoff, Hannah; Palma Fernandes, Tania; Ringo, Jason; Landry, Oriane; Iarocci, Grace – Journal of Cognition and Development, 2016
Evidence from the study of attention among persons with autism spectrum disorder (ASD) and typically developing (TD) children suggests a rethinking of the notion that performance inherently reflects disability, ability, or capacity in favor of a more nuanced story that involves an emphasis on styles and biases that reflect real-world attending. We…
Descriptors: Autism, Pervasive Developmental Disorders, Attention, Child Development
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Antrilli, Nick K.; Wang, Su-hua – Journal of Cognition and Development, 2016
Although action experience has been shown to enhance the development of spatial cognition, the mechanism underlying the effects of action is still unclear. The present research examined the role of visual cues generated during action in promoting infants' mental rotation. We sought to clarify the underlying mechanism by decoupling different…
Descriptors: Cues, Visual Stimuli, Infants, Cognitive Processes
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Salsa, Analía M.; Vivaldi, Romina A. – Journal of Cognition and Development, 2016
Three studies investigated the effects of pedagogical cues to an artist's referential intention on 2- and 2.5-year-old children's understanding of drawings in a matching task without verbal labels support. Results showed that pedagogical cues, the combination of the artist's eye gaze while she was creating the drawings (nonlinguistic cues), and…
Descriptors: Cues, Artists, Intention, Young Children
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Ishigami, Yoko; Klein, Raymond M. – Journal of Cognition and Development, 2015
The current study examined the robustness, stability, reliability, and isolability of the attention network scores (alerting, orienting, and executive control) when young children experienced repeated administrations of the child version of the Attention Network Test (ANT; Rueda et al., 2004). Ten test sessions of the ANT were administered to 12…
Descriptors: Measurement, Attention, Scores, Executive Function
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Posid, Tasha; Cordes, Sara – Journal of Cognition and Development, 2015
A crucial component of numerical understanding is one's ability to abstract numerical properties regardless of varying perceptual attributes. Evidence from numerical match-to-sample tasks suggests that children find it difficult to match sets based on number in the face of varying perceptual attributes, yet it is unclear whether these findings are…
Descriptors: Computation, Young Children, Perception, Verbal Communication
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Charafeddine, Rawan; Mercier, Hugo; Clément, Fabrice; Kaufmann, Laurence; Berchtold, André; Reboul, Anne; Van der Henst, Jean-Baptiste – Journal of Cognition and Development, 2015
A series of four experiments investigated preschoolers' abilities to make sense of dominance relations. Experiments 1 and 2 showed that as early as 3 years old, preschoolers are able to infer dominance not only from physical supremacy but also from decision power, age, and resources. Experiments 3 and 4 showed that preschoolers have expectations…
Descriptors: Preschool Children, Inferences, Power Structure, Age Differences
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Holt, Anna E.; Deák, Gedeon – Journal of Cognition and Development, 2015
In simple rule-switching tests, 3- and 4-year-olds can follow each of two sorting rules but sometimes make perseverative errors when switching. Older children make few errors but respond slowly when switching. These age-related changes might reflect the maturation of executive functions (e.g., inhibition). However, they might also reflect…
Descriptors: Cues, Task Analysis, Executive Function, Control Groups
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Lyons, Ian M.; Huttenlocher, Janellen; Ratliff, Kristin R. – Journal of Cognition and Development, 2014
Previous studies of children's reorientation have focused on cue representation (e.g., whether cues are geometric) as a predictor of performance but have not addressed cue reliability (the regularity of the relation between a given cue and an outcome) as a predictor of performance. Here we address both factors within the same series of…
Descriptors: Cues, Spatial Ability, Toddlers, Young Children
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Wagner, Laura; Dunfield, Kristen A.; Rohrbeck, Kristin L. – Journal of Cognition and Development, 2014
In a series of two experiments, we examined 5-year-old children's motivations for learning new conventional actions. Children watched two teachers open a novel container; the teachers differed in the nonfunctional, conventional actions they used in the process. In Experiment 1, one teacher spoke with a native accent and the other spoke with a…
Descriptors: Cues, Social Influences, Social Development, Novelty (Stimulus Dimension)
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