Given the importance of writing for academic achievement, this study aimed to understand how early oral language contributes to later writing skills. The first objective was to determine if preschool language skills were associated with high school writing, and if so, whether they contributed directly or indirectly through school age language. The…

The aim of the present study was to test environmental and cognitive variables as possible cross-domain predictors of early literacy and numeracy skills. One hundred forty-eight preschool children (mean age = 64.36 months ± 3.33) were enrolled in the study. The battery included a home literacy and home numeracy questionnaire, measures and…

The aim of the study was to validate an instrument and propose standards to measure the language skills of school adolescents. 2270 adolescents (1134 males and 1136 females) in the region of Maule (Chile) was studied. The age range is between 10 to 18 years. The validated instrument has three categories (verbal, paralinguistic and non-verbal) and…

Current research has shown that there is a separation of the competence and affect components of academic self-concept on the Self-Description Questionnaire (SDQ) II in Western culture. However, no studies have investigated the competence-affect separation for the Math and Verbal scales of the SDQ II in Chinese samples. The present study examines…

Knowledge about one's own cognitive processes is the basis for the monitoring and regulation of learning processes for effective reading comprehension. Taking verbal cognitive ability into account, the present study aimed to examine the developmental trajectories of reading comprehension and declarative metacognitive knowledge and their…

Purpose: The current study adopts a systematic approach to the examination of working memory components in pediatric cochlear implant (CI) users by separately assessing contributions of encoding, storage, and retrieval. Method: Forty-nine long-term CI users and 56 typically hearing controls completed forward and backward span tasks with 3 stimulus…

Experiences of contingent responsivity during shared book reading predict better learning outcomes. However, it is unclear whether contingent responsivity from a digital book could provide similar support for children. The effects on story recall and engagement interacting with a digital book that responded contingently on children's vocalizations…

This study examined the associations of preschool children's executive function (EF) and learning behaviour (CLB) with their concurrent academic skills and the role of CLB as a mediator for the EF-academic skills link. One hundred seventy-nine children were assessed on EF and math and literacy skills. Parents and teachers completed a questionnaire…

The writing skills of autistic university students have received very little empirical attention. Previous research has suggested that autistic people may struggle with writing, in part, due to challenges with Theory of Mind. However, other research indicates that Theory of Mind difficulties are far from universal in autism, varying across…

Purpose: Emotional verbal fluency (Emo-VF) has the potential to expand neuropsychological assessment by providing information about affective memory retrieval. The usability of Emo-VF is limited, however, by significant variations in task administration and the lack of information about Emo-VF responses. This study investigated verbal productivity…

The primary objective of this study was to describe cognitive and pre-academic skills of children born preterm (< 30 weeks gestational age) at preschool age. A secondary objective was to relate cognitive functioning at preschool age to developmental scores obtained using the Bayley Scales of Infant and Toddler Development-Third Edition (Bayley…

The writing skills of autistic university students have received very little empirical attention. Previous research has suggested that autistic people may struggle with writing, in part, due to challenges with Theory of Mind. However, other research indicates that Theory of Mind difficulties are far from universal in autism, varying across…

The purpose of the present investigation was to examine the eyewitness memory performance of 3- and 5-year-old African American children (N = 33) from lowincome households. The children were asked to remember the routine details of a physical examination immediately after the physical exam and again after a delay interval of 6 weeks. Age-related…

Although "Girls are as good as boys at math" explicitly expresses equality, we predict it could nevertheless suggest that boys have more raw talent. In statements with this subject-complement structure, the item in the complement position serves as the reference point and is thus considered more typical and prominent. This explains why…

This study aims to enhance our knowledge of the associations between the quality of the language-learning environment in toddler childcare groups and children's vocabulary development from age 3 to age 5. Participants were 1,131 children (48% girls; age at T1 assessment: M = 35.5 months, SD = 2.7; age at T2 assessment: M = 60.3 months, SD = 1.4)…