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Direct linkMartin Zettersten; Catherine Bredemann; Megan Kaul; Kaitlynn Ellis; Haley A. Vlach; Heather Kirkorian; Gary Lupyan – Child Development, 2024
The present study tested the hypothesis that verbal labels support category induction by providing compact hypotheses. Ninety-seven 4- to 6-year-old children (M = 63.2 months; 46 female, 51 male; 77% White, 8% more than one race, 4% Asian, and 3% Black; tested 2018) and 90 adults (M = 20.1 years; 70 female, 20 male) in the Midwestern United States…
Descriptors: Children, Adults, Difficulty Level, Novelty (Stimulus Dimension)
Alejandra Abufhele; Agustina Laurito – Child Development, 2024
This paper estimates the acute effect of community-level homicides on early childhood language development and explores the moderating role of maternal efficacy and satisfaction in Chile. It uses data from the 2017 wave of the Early Childhood Longitudinal Survey of Chilean Children (N = 1194, M[subscript age]: 52.8 months, 52% girls). Children in…
Descriptors: Foreign Countries, Young Children, Language Acquisition, Early Experience
Rory T. Devine; Imogen Grumley Traynor; Luca Ronchi; Serena Lecce – Child Development, 2024
This study examined the link between classroom ethnic diversity, cross-ethnic friendships, and children's theory of mind. In total, 730 children in the United Kingdom (54.7% girls, 51.5% White) aged 8 to 13 years completed measures of theory of mind in 2019/2020. Controlling for verbal ability, executive function, peer social preference, and…
Descriptors: Child Development, Ethnic Groups, Theory of Mind, Student Diversity
