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Showing 1 to 15 of 45 results Save | Export
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Aguirre, Marie; Brun, Mélanie; Morin, Olivier; Reboul, Anne; Mascaro, Olivier – Cognitive Science, 2023
Discovering the meaning of novel communicative cues is challenging and amounts to navigating an unbounded hypothesis space. Several theories posit that this problem can be simplified by relying on positive expectations about the cognitive utility of communicated information. These theories imply that learners should assume that novel communicative…
Descriptors: Communication Skills, Cues, Expectation, Cognitive Processes
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Kliesch, Christian; Parise, Eugenio; Reid, Vincent; Hoehl, Stefanie – Developmental Science, 2022
Learning about actions requires children to identify the boundaries of an action and its units. Whereas some action units are easily identified, parents can support children's action learning by adjusting the presentation and using social signals. However, currently, little is understood regarding how children use these signals to learn actions.…
Descriptors: Toddlers, Imitation, Learning Processes, Interpersonal Communication
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Taverna, Andrea S.; Padilla, Migdalia I.; Baiocchi, María C.; Peralta, Olga A. – European Journal of Psychology of Education, 2021
Although there is wide evidence on young children's category learning, questions concerning how cognitive mechanisms and social mediation work collaboratively in this process remain sparse. Here, we study the impact of pedagogy in young children's categorization of novel artifacts. A before-and-after micro-genetic study compared 58 3-year-old…
Descriptors: Toddlers, Learning Processes, Cues, Logical Thinking
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Nancekivell, Shaylene E.; Davidson, Natalie S.; Noles, Nicholaus S.; Gelman, Susan A. – Developmental Psychology, 2023
Defining developmental progressions can be an important step in identifying developmental precursors and mechanisms of change, within and across areas of reasoning. In one exploratory study, we examine whether the development of children's thinking about ownership follows a systematic progression wherein some components emerge reliably before…
Descriptors: Child Development, Developmental Stages, Ownership, Preschool Children
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Marion Gardier; Marie Geurten – Developmental Psychology, 2024
Recently, several studies have suggested that metacognition emerges early in infancy and toddlerhood. However, to date, the developmental trajectory of these early metacognitive monitoring and control processes and their influence on children's later memory functioning remains poorly understood. The aim of this study was to longitudinally document…
Descriptors: Child Development, Metacognition, Toddlers, Young Children
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Marno, Hanna – Developmental Psychology, 2021
During everyday conversations, young children are often challenged with the task of correctly identifying the referent of novel words. What is their primary aim when they try to do so? We propose that by being motivated to successfully participate in communicative interactions, children primarily aim at comprehending what the speaker intends to…
Descriptors: Toddlers, Novelty (Stimulus Dimension), Interpersonal Communication, Comprehension
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Bazhydai, Marina; Silverstein, Priya; Parise, Eugenio; Westermann, Gert – Developmental Science, 2020
Children are sensitive to both social and non-social aspects of the learning environment. Among social cues, pedagogical communication has been shown to not only play a role in children's learning, but also in their own active transmission of knowledge. Vredenburgh, Kushnir and Casasola, "Developmental Science," 2015, 18, 645 showed that…
Descriptors: Toddlers, Learning Processes, Social Environment, Cues
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Mascaro, Olivier; Kovács, Ágnes Melinda – Developmental Science, 2022
How do people learn about things that they have never perceived or inferred--like molecules, miracles or Marie-Antoinette? For many thinkers, trust is the answer. Humans rely on communicated information, sometimes even when it contradicts blatantly their firsthand experience. We investigate the early ontogeny of this trust using a non-verbal…
Descriptors: Toddlers, Infants, Learning Processes, Inferences
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Ledford, Jennifer R.; Windsor, Sienna A. – Topics in Early Childhood Special Education, 2022
This review was designed to characterize current intervention research for increasing imitation for young children with disabilities. We identified 34 unique sources including assessments of different types of massed trial and embedded trial interventions. Across intervention types, when evaluated via the Single Case Analysis and Review Framework…
Descriptors: Imitation, Disabilities, Intervention, Program Effectiveness
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Cheung, Rachael W.; Hartley, Calum; Monaghan, Padraic – Developmental Science, 2021
Children learn words in environments where there is considerable variability, both in terms of the number of possible referents for novel words, and the availability of cues to support word-referent mappings. How caregivers adapt their gestural cues to referential uncertainty has not yet been explored. We tested a computational model of…
Descriptors: Language Acquisition, Vocabulary Development, Cues, Caregiver Role
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Yasamin Motamedi; Margherita Murgiano; Beata Grzyb; Yan Gu; Viktor Kewenig; Ricarda Brieke; Ed Donnellan; Chloe Marshall; Elizabeth Wonnacott; Pamela Perniss; Gabriella Vigliocco – Child Development, 2024
Most language use is displaced, referring to past, future, or hypothetical events, posing the challenge of how children learn what words refer to when the referent is not physically available. One possibility is that iconic cues that imagistically evoke properties of absent referents support learning when referents are displaced. In an…
Descriptors: Language Acquisition, Child Development, Cues, Parent Child Relationship
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Gabouer, Allison; Oghalai, John; Bortfeld, Heather – Discourse Processes: A Multidisciplinary Journal, 2020
In the current study we examine how hearing parents use multimodal cuing to establish joint attention with their hearing (n = 9) or deaf (n = 9) children during a free-play session. The deaf children were all candidates for cochlear implantation who had not yet been implanted, and each hearing child was age-matched to a deaf child. We coded…
Descriptors: Deafness, Hearing Impairments, Cues, Attention
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Breen, Ellen; Pomper, Ron; Saffran, Jenny – Journal of Speech, Language, and Hearing Research, 2019
Purpose: Infants rapidly acquire the sound patterns that characterize their native language. Knowledge of native language phonological cues facilitates learning new words that are consistent with these patterns. However, little is known about how newly acquired phonological knowledge--regularities that children are in the process of…
Descriptors: Phonological Awareness, Native Language, Cues, Novelty (Stimulus Dimension)
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Laible, Deborah; Karahuta, Erin; Stout, Wyntre; Van Norden, Clare; Cruz, Alysia; Neely, Princess; Carlo, Gustavo; Agalar, Afra Elif – Developmental Psychology, 2021
Some work demonstrates toddlers show preferences in targets of their prosocial behavior, and a number of theorists have argued that young children become increasingly likely to direct their prosocial behavior to ingroup over outgroup targets with development. The goal of this study was to examine whether toddlers' early helping, sharing, and…
Descriptors: Toddlers, Preferences, Empathy, Prosocial Behavior
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Chen, Chi-hsin; Castellanos, Irina; Yu, Chen; Houston, Derek M. – Developmental Science, 2020
Coordinated attention between children and their parents plays an important role in their social, language, and cognitive development. The current study used head-mounted eye-trackers to investigate the effects of children's prelingual hearing loss on how they achieve coordinated attention with their hearing parents during free-flowing object…
Descriptors: Attention, Parent Child Relationship, Child Development, Eye Movements
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