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Direct linkAmanda C. Brandone; Wyntre Stout – Child Development, 2024
As they learn to navigate the social world, children construct frameworks to interpret others' behavior. The present studies examined two such frameworks: a mentalistic framework, which construes behavior as driven by internal mental states; and a normative framework, which presumes people act in accordance with social norms. Participants included…
Descriptors: Children, Adults, Behavior Theories, Childrens Attitudes
Andrew Lynn; John Maule; Dima Amso – Child Development, 2024
Children (N = 103, 4-9 years, 59 females, 84% White, c. 2019) completed visual processing, visual feature integration (color, luminance, motion), and visual search tasks. Contrast sensitivity and feature search improved with age similarly for luminance and color-defined targets. Incidental feature integration improved more with age for…
Descriptors: Visual Perception, Age Differences, Light, Color
Abbondanza, Filippo; Dale, Philip S.; Wang, Carol A.; Hayiou-Thomas, Marianna E.; Toseeb, Umar; Koomar, Tanner S.; Wigg, Karen G.; Feng, Yu; Price, Kaitlyn M.; Kerr, Elizabeth N.; Guger, Sharon L.; Lovett, Maureen W.; Strug, Lisa J.; van Bergen, Elsje; Dolan, Conor V.; Tomblin, J. Bruce; Moll, Kristina; Schulte-Körne, Gerd; Neuhoff, Nina; Warnke, Andreas; Fisher, Simon E.; Barr, Cathy L.; Michaelson, Jacob J.; Boomsma, Dorret I.; Snowling, Margaret J.; Hulme, Charles; Whitehouse, Andrew J. O.; Pennell, Craig E.; Newbury, Dianne F.; Stein, John; Talcott, Joel B.; Bishop, Dorothy V. M.; Paracchini, Silvia – Child Development, 2023
Handedness has been studied for association with language-related disorders because of its link with language hemispheric dominance. No clear pattern has emerged, possibly because of small samples, publication bias, and heterogeneous criteria across studies. Non-right-handedness (NRH) frequency was assessed in N = 2503 cases with reading and/or…
Descriptors: Children, Adolescents, Language Impairments, Reading Difficulties
Blankenship, Tashauna L.; Kibbe, Melissa M. – Child Development, 2023
The ability to use knowledge to guide the completion of goals is a critical cognitive skill, but 3-year-olds struggle to complete goals that require multiple steps. This study asked whether 3-year-olds could benefit from "plan chunking" to complete multistep goals. Thirty-two U.S. children (range = 35.75-46.59 months; 18 girls; 9 white,…
Descriptors: Preschool Children, Cognitive Ability, Memory, Maps
Gautam, Shalini; Owen Hall, Ruby; Suddendorf, Thomas; Redshaw, Jonathan – Child Development, 2023
When making moral judgments of past actions, adults often think counterfactually about what could have been done differently. Considerable evidence suggests that counterfactual thinking emerges around age 6, but it remains unknown how this development influences children's moral judgments. Across two studies, Australian children aged 4-9 (N = 236,…
Descriptors: Decision Making, Moral Values, Developmental Stages, Child Development
Baer, Carolyn; Odic, Darko – Child Development, 2022
Strategic collaboration according to the law of comparative advantage involves dividing tasks based on the relative capabilities of group members. Three experiments (N = 405, primarily White and Asian, 45% female, collected 2016-2019 in Canada) examined how this strategy develops in children when dividing cognitive labor. Children divided…
Descriptors: Cognitive Processes, Difficulty Level, Group Dynamics, Foreign Countries
Kvavilashvili, Lia; Ford, Ruth M. – Child Development, 2022
In a cross-sectional study, 5-, 7-, and 9-year-old-children and adults (N = 144, 86 females, predominantly White U.K. sample of lower-middle to middle-class background) were interviewed about their experiences of involuntary autobiographical memories (IAMs) and semantic mind-pops that come to mind unintentionally. Although some age differences…
Descriptors: Foreign Countries, Children, Memory, Cognitive Processes
Ouyang, Xiangzi; Zhang, Xiao; Räsänen, Pekka; Koponen, Tuire; Lerkkanen, Marja-Kristiina – Child Development, 2023
Using cognitive diagnostic modeling (CDM), this study identified subtypes of mathematics learning disability (MLD) based on children's numerical skills and examined the language and spatial precursors of these subtypes. Participants were 99 MLD children and 420 low achievers identified from 1839 Finnish children (966 boys) who were followed from…
Descriptors: Learning Disabilities, Mathematics Education, Cognitive Processes, Classification
Delagneau, Garance; Twilhaar, E. Sabrina; Testa, Renee; van Veen, Sarit; Anderson, Peter – Child Development, 2023
This meta-analysis examined the relationship between prenatal maternal stress and/or anxiety and the outcomes of children aged 3 months to 9 years. Of the 8754 studies published before June 2021 that were synthesized, 17 conducted in Western countries were included in the meta-analysis (N[subscript total] = 23,307; M[subscript males] 54%;…
Descriptors: Prenatal Influences, Anxiety, Stress Variables, Cognitive Ability
Goddu, Mariel K.; Sullivan, J. Nicholas; Walker, Caren M. – Child Development, 2021
The ability to consider multiple possibilities forms the basis for a wide variety of human-unique cognitive capacities. When does this skill develop? Previous studies have narrowly focused on children's ability to prepare for incompatible future outcomes. Here, we investigate this capacity in a causal learning context. Adults (N = 109) and 18- to…
Descriptors: Toddlers, Cognitive Processes, Cognitive Development, Causal Models
Butler, Lucas P.; Gibbs, Hailey M.; Levush, Karen C. – Child Development, 2020
In learning about the world children must not only make inferences based on minimal evidence, but must deal with conflicting evidence and question those initial inferences when they appear to be wrong. Four experiments (N = 144) found that young children were significantly more likely to revise their initial inferences when conflicting evidence…
Descriptors: Young Children, Cognitive Processes, Evidence, Inferences
Guo, Dong; Wang, Yudan; Liao, Yifan; Li, Jiaofeng; Zhang, Xingyi; Gao, Zaifeng; Shen, Mowei; He, Jie – Child Development, 2022
Visual working memory (WM) plays a pivotal role in integrating fragments into meaningful units, but no study has addressed how visual WM integration takes place in children. The current study examined whether WM integration emerges once preschoolers master Gestalt cue and can retain two representations in WM (automatic integration hypothesis), or…
Descriptors: Short Term Memory, Visual Perception, Age Differences, Cues
Patrick W. C. Lau; Huiqi Song; Di Song; Jing-Jing Wang; Shanshan Zhen; Lei Shi; Rongjun Yu – Child Development, 2024
This cross-sectional study explored the relationship between 24-hour movement behaviors and executive function (EF) in preschool children. A total of 426 Han Chinese preschoolers (231 males; 3.8 ± 0.6 years old) from Zhuhai, Guangdong Province, China were selected from October 2021 to December 2021. Accelerometers were used to measure physical…
Descriptors: Executive Function, Motion, Preschool Children, Physical Activity Level
Choi, Youjung; Luo, Yuyan; Baillargeon, Renée – Child Development, 2022
Is early reasoning about an agent's knowledge best characterized by a mentalistic stance, a teleological stance, or both? In this research, 5-month-old infants (N = 64, 50% female, 83% White) saw a novel eyeless agent consistently approach object-A as opposed to object-B. Although infants could always see both objects, a screen separated object-B…
Descriptors: Infants, Child Development, Cognitive Processes, Preferences
Horn, Sebastian S.; Bayen, Ute J.; Michalkiewicz, Martha – Child Development, 2021
Younger children's free recall from episodic memory is typically less organized than recall by older children. To investigate if and how repeated learning opportunities help children use organizational strategies that improve recall, the authors analyzed category clustering across four study-test cycles. Seven-year-olds, 10-year-olds, and young…
Descriptors: Recall (Psychology), Cognitive Processes, Young Children, Young Adults
