NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Researchers5
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing 211 to 225 of 471 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Friso-van den Bos, Ilona; Kolkman, Meijke E.; Kroesbergen, Evelyn H.; Leseman, Paul P. M. – Journal of Cognition and Development, 2014
The present study aims to examine relations between number representations and various sources of individual differences within early stages of development of number representations. The mental number line has been found to develop from a logarithmic to a more linear representation. Sources under investigation are counting skills and executive…
Descriptors: Numeracy, Individual Differences, Number Concepts, Executive Function
Peer reviewed Peer reviewed
Direct linkDirect link
Baron, Andrew Scott; Dunham, Yarrow; Banaji, Mahzarin; Carey, Susan – Journal of Cognition and Development, 2014
Determining which dimensions of social classification are culturally significant is a developmental challenge. Some suggest this is accomplished by differentially privileging intrinsic visual cues over nonintrinsic cues (Atran, 1990; Gil-White, 2001), whereas others point to the role of noun labels as more general promoters of kind-based reasoning…
Descriptors: Cues, Classification, Nouns, Visual Stimuli
Peer reviewed Peer reviewed
Direct linkDirect link
Kim, Sunae; Harris, Paul L. – Journal of Cognition and Development, 2014
Children are able to distinguish between regular events that can occur in everyday reality and magical events that are ordinarily impossible. How do children respond to a person who brings about magical as compared with ordinary outcomes? In two studies, we tested children's acceptance of informants' claims when the informants had produced either…
Descriptors: Beliefs, Fantasy, Trust (Psychology), Comparative Analysis
Peer reviewed Peer reviewed
Direct linkDirect link
Legare, Cristine H.; Gelman, Susan A. – Journal of Cognition and Development, 2014
Despite the well-established literature on explanation in early childhood, little is known about what constrains children's explanations. State change and negative outcomes were examined as potential explanatory biases in the domain of naïve biology, extending upon previous work in the domain of naïve physics. In two studies, preschool children…
Descriptors: Diseases, Health, Memory, Thinking Skills
Peer reviewed Peer reviewed
Direct linkDirect link
Williams, Justin H. G.; Casey, Jackie M.; Braadbaart, Lieke; Culmer, Peter R.; Mon-Williams, Mark – Journal of Cognition and Development, 2014
We sought to develop a method for measuring imitation accuracy objectively in primary school children. Children imitated a model drawing shapes on the same computer-tablet interface they saw used in video clips, allowing kinematics of model and observers' actions to be directly compared. Imitation accuracy was reported as a correlation reflecting…
Descriptors: Imitation, Elementary School Students, Fidelity, Accuracy
Peer reviewed Peer reviewed
Direct linkDirect link
Canfield, Caitlin F.; Ganea, Patricia A. – Journal of Cognition and Development, 2014
How can we explain children's understanding of the unseen world? Young children are generally able to distinguish between real unobservable entities and fantastical ones, but they attribute different characteristics to and show less confidence in their decisions about fantastical entities generally endorsed by adults, such as Santa Claus. One…
Descriptors: Parent Child Relationship, Fantasy, Imagination, Cognitive Ability
Peer reviewed Peer reviewed
Direct linkDirect link
Childers, Jane B.; Hirshkowitz, Amy; Benavides, Kristin – Journal of Cognition and Development, 2014
Contrast information could be useful for verb learning, but few studies have examined children's ability to use this type of information. Contrast may be useful when children are told explicitly that different verbs apply, or when they hear two different verbs in a single context. Three studies examine children's attention to different types of…
Descriptors: Verbs, Language Acquisition, Control Groups, Cues
Peer reviewed Peer reviewed
Direct linkDirect link
Eidson, R. Cole; Coley, John D. – Journal of Cognition and Development, 2014
We examined young adults' essentialist reasoning about gender categories. Previous developmental results suggest that until age 9 or 10, children show marked essentialist reasoning about gender, but this disappears by early adulthood. In contrast, results from social cognition suggest that essentialist thinking about social categories persists…
Descriptors: Undergraduate Students, Gender Differences, Social Cognition, Task Analysis
Peer reviewed Peer reviewed
Direct linkDirect link
Cheng, Yi-Ling; Mix, Kelly S. – Journal of Cognition and Development, 2014
We tested whether mental rotation training improved math performance in 6- to 8-year-olds. Children were pretested on a range of number and math skills. Then one group received a single session of mental rotation training using an object completion task that had previously improved spatial ability in children this age (Ehrlich, Levine, &…
Descriptors: Mathematics Skills, Control Groups, Spatial Ability, Children
Peer reviewed Peer reviewed
Direct linkDirect link
Crowell, Amanda; Kuhn, Deanna – Journal of Cognition and Development, 2014
Argumentation is increasingly recognized as a fundamental intellectual skill, but evidence suggests that few adolescents or adults are skilled arguers. This article reports on an extended (3-year, twice weekly) intervention designed to afford dense practice in dialogic argumentation to middle-school students from traditionally academically…
Descriptors: Persuasive Discourse, Skill Development, Role, Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
Salmon, Karen; Brown, Deirdre A. – Journal of Cognition and Development, 2013
Medical contexts provide a rich opportunity to study important theoretical questions in cognitive development and to investigate the influence of a range of interacting factors relating to the child, the experience, and the broader social context on children's cognition. In the context of examples of research investigating these issues, we…
Descriptors: Cognitive Development, Child Development, Cognitive Ability, Research Methodology
Peer reviewed Peer reviewed
Direct linkDirect link
Poulin-Dubois, Diane; Polonia, Alexandra; Yott, Jessica – Journal of Cognition and Development, 2013
Two experiments were conducted to determine if infants attribute false beliefs to others when tested with the violation-of-expectancy procedure. In Experiment 1, the false-belief task was administered to 14- and 18-month-old infants. The procedure was identical to the one used by Onishi and Baillargeon (2005), except that two transparent boxes…
Descriptors: Infants, Infant Behavior, Cognitive Development, Beliefs
Peer reviewed Peer reviewed
Direct linkDirect link
Voos, Avery; Pelphrey, Kevin – Journal of Cognition and Development, 2013
Functional magnetic resonance imaging (fMRI), with its excellent spatial resolution and ability to visualize networks of neuroanatomical structures involved in complex information processing, has become the dominant technique for the study of brain function and its development. The accessibility of in-vivo pediatric brain-imaging techniques…
Descriptors: Diagnostic Tests, Brain, Brain Hemisphere Functions, Molecular Biology
Peer reviewed Peer reviewed
Direct linkDirect link
Ma, Lili; Woolley, Jacqueline D. – Journal of Cognition and Development, 2013
This research explores whether young children are sensitive to speaker gender when learning novel information from others. Four- and 6-year-olds ("N" = 144) chose between conflicting statements from a male versus a female speaker (Studies 1 and 3) or decided which speaker (male or female) they would ask (Study 2) when learning about the functions…
Descriptors: Young Children, Gender Differences, Novelty (Stimulus Dimension), Sex Stereotypes
Peer reviewed Peer reviewed
Direct linkDirect link
Ramey, Christopher H.; Chrysikou, Evangelia G.; Reilly, Jamie – Journal of Cognition and Development, 2013
Word learning is a lifelong activity constrained by cognitive biases that people possess at particular points in development. Age of acquisition (AoA) is a psycholinguistic variable that may prove useful toward gauging the relative weighting of different phonological, semantic, and morphological factors at different phases of language acquisition…
Descriptors: Regression (Statistics), Nouns, Vocabulary Development, Computational Linguistics
Pages: 1  |  ...  |  11  |  12  |  13  |  14  |  15  |  16  |  17  |  18  |  19  |  ...  |  32