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Peer reviewedSpinillo, Alina G.; Bryant, Peter – Child Development, 1991
Reports on three experiments showing the crucial importance of the "half boundary" in children's proportional judgments. Concludes that the concept of "half" plays a crucial role in children's early proportional reasoning and that the half boundary is similar to, though not as powerful as, the category boundaries discovered in…
Descriptors: Perception Tests, Perceptual Development, Young Children
Direct linkAksan, Nazan; Kochanska, Grazyna – Child Development, 2004
Links between early and late emerging inhibitory characteristics of young children are poorly understood. Based on existing evidence, this study proposed an indirect link between reactive inhibition to novelty (fearfulness) and later emerging effortful inhibition of prepotent response tendencies. A model was tested that posits that fearful…
Descriptors: Cues, Inhibition, Longitudinal Studies, Young Children
Belsky, Jay; Vandell, Deborah Lowe; Burchinal, Margaret; Clarke-Stewart, K. Alison; McCartney, Kathleen; Owen, Margaret Tresch – Child Development, 2007
Effects of early child care on children's functioning from 4 1/2 years through the end of 6th grade (M age=12.0 years) were examined in the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (n=1,364). The results indicated that although parenting was a stronger and more consistent predictor of…
Descriptors: Child Care, Child Development, Early Childhood Education, Educational Quality
Warneken, Felix; Chen, Frances; Tomasello, Michael – Child Development, 2006
Human children 18-24 months of age and 3 young chimpanzees interacted in 4 cooperative activities with a human adult partner. The human children successfully participated in cooperative problem-solving activities and social games, whereas the chimpanzees were uninterested in the social games. As an experimental manipulation, in each task the adult…
Descriptors: Young Children, Animals, Interaction, Group Activities
Miyazaki, Michiko; Hiraki, Kazuo – Child Development, 2006
This study investigated whether 2-, 3-, and 4-year-olds use their video feedback as a reflection of their current state, even when their feedback was presented with a short temporal delay. In Experiment 1, the effects of 1- and 2-s delayed feedback were examined on an analog of the mark test. In the case of live and 1-s delayed feedback,…
Descriptors: Young Children, Recognition (Psychology), Feedback, Self Concept
Peer reviewedFabricius, William V.; And Others – Child Development, 1987
Assessed 3- to 7-year-old children's sensitivity to logical necessity by contrasting performance in insufficient and sufficient information conditions. A search task used in Experiments 1 and 2 allowed children to search for additional information in insufficient conditions. A judgement condition used in Experiment 2 required a "can't tell"…
Descriptors: Cognitive Development, Inferences, Logical Thinking, Young Children
Peer reviewedFivush, Robyn; Mandler, Jean M. – Child Development, 1985
Across three experiments involving four-, five-, and six-year-olds, the same pattern of ability to sequence events was found: familiar events in forward order were the easiest to sequence, then unfamiliar events in forward order, familiar events in backward order, and finally unfamiliar events in backward order. (Author/RH)
Descriptors: Comprehension, Difficulty Level, Performance Factors, Young Children
Peer reviewedSomerville, Susan C.; Bryant, P. E. – Child Development, 1985
To test their skill with spatial relationships, 4- to 6-year-olds were given problems in which they had to decide which one of an array of points was in line with two coordinate markers. Results establish that young children's grasp of Euclidean spatial relationships is more adequate than has been suggested. (Author/BE)
Descriptors: Developmental Psychology, Improvement, Spatial Ability, Young Children
Peer reviewedHartup, Willard W.; And Others – Child Development, 1988
Compared conflicts between 53 children (median age four years, three months) and their friends to conflicts between nonfriends. In comparison with conflicts among friends, conflicts between neutral associates were no less frequent, were less intense, were resolved more frequently with disengagement, and more frequently resulted in equal outcomes.…
Descriptors: Conflict Resolution, Friendship, Interpersonal Relationship, Young Children
Siegler, Robert S.; Svetina, Matija – Child Development, 2006
Learning of class inclusion by 5-year-olds in response to empirical and logical explanations of an adult's answers was examined. Contrary to the view that young children possess an empirical bias, 5-year-olds learned more, and continued learning for longer, when given logical explanations of correct answers than when given empirical explanations.…
Descriptors: Young Children, Social Bias, Logical Thinking, Child Development
Troseth, Georgene L.; Saylor, Megan M.; Archer, Allison H. – Child Development, 2006
Although prior research clearly shows that toddlers have difficulty learning from video, the basis for their difficulty is unknown. In the 2 current experiments, the effect of social feedback on 2-year-olds' use of information from video was assessed. Children who were told "face to face" where to find a hidden toy typically found it, but children…
Descriptors: Toys, Videotape Recordings, Cues, Young Children
Guralnick, Michael J.; Hammond, Mary A.; Connor, Robert T.; Neville, Brian – Child Development, 2006
The peer relationships of young children with mild developmental (cognitive) delays recruited at 4--6 years of age were examined in a longitudinal study across a 2-year period. Results revealed only modest increases in children's peer interactions, a high degree of intraindividual stability, and the existence of a poorly organized and…
Descriptors: Young Children, Developmental Delays, Peer Relationship, Correlation
Early, Diane M.; Maxwell, Kelly L.; Burchinal, Margaret; Alva, Soumya; Bender, Randall H.; Bryant, Donna; Cai, Karen; Clifford, Richard M.; Ebanks, Caroline; Griffin, James A.; Henry, Gary T.; Howes, Carollee; Iriondo-Perez, Jeniffer; Jeon, Hyun-Joo; Mashburn, Andrew J.; Peisner-Feinberg, Ellen; Pianta, Robert C.; Vandergrift, Nathan; Zill, Nicholas – Child Development, 2007
In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational…
Descriptors: Preschool Teachers, Preschool Education, Young Children, Educational Quality
Peer reviewedSodian, Beate – Child Development, 1988
Young children's understanding of the effects of ambiguous and informative messages on a listener's knowledge is studied in two experiments. (PCB)
Descriptors: Child Development, Comprehension, Epistemology, Verbal Communication
Peer reviewedJacobson, Joseph L. And Others – Child Development, 1983
The propensity to raise and vary the pitch of one's voice when addressing an infant or small child was investigated in a sample of 16 male and 16 female adults, half of whom were married with children and half of whom had never married and never had children. (Author/RH)
Descriptors: Infants, Intonation, Paralinguistics, Parents
