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Andrew E. Koepp; Elizabeth T. Gershoff – Child Development, 2024
Studying within-person variability in children's behavior is frequently hindered by challenges collecting repeated observations. This study used wearable accelerometers to collect an intensive time series (2.7 million observations) of young children's movement at school (N = 62, M[subscript age] = 4.5 years, 54% male, 74% Non-Hispanic White) in…
Descriptors: Preschool Children, Preschool Education, Child Behavior, Kinesiology
Young, Ethan S.; Frankenhuis, Willem E.; DelPriore, Danielle J.; Ellis, Bruce J. – Child Development, 2022
Adversity-exposed youth tend to score lower on cognitive tests. However, the hidden talents approach proposes some abilities are enhanced by adversity, especially under ecologically relevant conditions. Two versions of an attention-shifting and working memory updating task--one abstract, one ecological--were administered to 618 youth (M[subscript…
Descriptors: Youth, Trauma, Stress Variables, Problems
Larsen, Sally A.; Little, Callie W.; Coventry, William L. – Child Development, 2021
This research investigated whether delayed school entry was associated with higher achievement in national tests of reading and numeracy in Grades 3, 5, 7, and 9 (n = 2,823). Delayed entry was related to advantages in reading (0.14 SD) and numeracy (0.08 SD) at Grade 3, although little variance was explained (1%-2%). This slight advantage…
Descriptors: School Entrance Age, Reading Achievement, Mathematics Achievement, Grade 3
Cuevas, Kimberly; Bell, Martha Ann – Child Development, 2014
Individual differences in infant attention are theorized to reflect the speed of information processing and are related to later cognitive abilities (i.e., memory, language, and intelligence). This study provides the first systematic longitudinal analysis of infant attention and early childhood executive function (EF; e.g., working memory,…
Descriptors: Executive Function, Early Childhood Education, Attention, Infants

Mendelson, Morton J. – Child Development, 1983
Data obtained from a group of infants ranging in age from four to seven months did not support the existence of attentional inertia in this age range. (MP)
Descriptors: Attention Span, Eye Fixations, Foreign Countries, Infants

Anderson, Daniel R.; And Others – Child Development, 1981
Descriptors: Attention Span, Childrens Television, Comprehension, Preschool Children
Vaughan Van Hecke, Amy; Mundy, Peter C.; Acra, C. Francoise.; Block, Jessica J.; Delgado, Christine E. F.; Parlade, Meaghan V.; Meyer, Jessica A.; Neal, A. Rebecca; Pomares, Yuly B. – Child Development, 2007
Infant joint attention has been observed to be related to social-emotional outcomes in at-risk children. To address whether this relation is also evident in typically developing children, 52 children were tested at 12, 15, 24, and 30 months to examine associations between infant joint attention and social outcomes. Twelve-month initiating and…
Descriptors: Infants, Preschool Children, Interpersonal Competence, Attention Span

Lewis, Michael; And Others – Child Development, 1971
Descriptors: Attention, Attention Span, Cognitive Development, Difficulty Level

Fuller, Peter W.; And Others – Child Development, 1981
Determines whether an averaged evoked potential technique using a random-v-repetitive presentation mode could be used to study infant auditory discrimination. Results showed a main effect of presentation mode with shorter latency for random v repetitive. The shortest onset latency was for random stimulus at the fast rate. (Author/DB)
Descriptors: Attention Span, Auditory Discrimination, Auditory Stimuli, Auditory Tests
Lewis, Michael; Johnson, Norma – Child Development, 1970
This study investigated the common practice in infant research of eliminating from reported data large numbers of subjects who prove uncooperative (sleepy, fatigued, fussy) during the experiment. It was suggested that these excluded infants constitute a special class of subjects and that the inclusion of their data would greatly alter the research…
Descriptors: Attention Span, Bias, Experimental Groups, Infant Behavior

Kirchner, Grace L.; Knopf, Irwin J. – Child Development, 1974
Second grade children, divided into high and low achievement groups, were tested on a visual vigilance task in which stimuli occurred 24 times in 30 minutes. High achievers responded correctly more often. (ST)
Descriptors: Achievement Rating, Attention Span, Elementary School Students, Laboratory Experiments

Kinney, Dennis K.; Kagan, Jerome – Child Development, 1976
Groups of 7 1/2-month-old infants heard 1 of 8 episodes consisting of no, slight, moderate, or large discrepancy between a habituated standard and a transformed auditory stimulus. Patterns of cardiac deceleration supported the hypothesis that attentiveness is an inverted-U function of the degree of discrepancy between stimulus event and schema.…
Descriptors: Attention Span, Auditory Discrimination, Auditory Stimuli, Cognitive Development

Cohen, Leslie B. – Child Development, 1972
Results support the contention that infant attention should be divided into separate attention-getting and attention-holding processes. (Author)
Descriptors: Attention, Attention Span, Eye Fixations, Infants

Barrera, Maria E.; Maurer, Daphne – Child Development, 1981
Uses the habituation paradigm to investigate 3-month-old infants' abilities to recognize and discriminate among the faces of strangers. Infants consistently discriminated between photographs of faces following extensive exposure to one, and recognized something about the face they saw during habituation. Results suggest that similarity influences…
Descriptors: Attention Span, Foreign Countries, Infant Behavior, Infants

Faulkender, Patricia J. – Child Development, 1980
Looking times of 96 preschoolers were recorded as they were habituated on slides of sex-typed toys. After habituation, subjects were shown a test series of 24 slides. (Author/SS)
Descriptors: Age Differences, Attention Span, Individual Differences, Preschool Children