This study examined whether executive functions impact how flexibly children represent task context in performing repeated sequential actions. Japanese children in Experiments 1 (N = 52; 3-6 years) and 2 (N = 50, 4-6 years) performed sequential actions repeatedly; one group received reminders. Experiment 1 indicated that reminders promote flexible…

How do children develop associations among number symbols? For Grade 1 children (n = 66, M = 78 months), sequence knowledge (i.e., identify missing numbers) and number comparison (i.e., choose larger number) predicted addition, both concurrently and indirectly at the end of Grade 1. Number ordering (i.e., touch numbers in order) did not predict…

In typical development, gestures precede and predict language development. This study examines the developmental sequence of expressive communication and relations between specific gestural and language milestones in toddlers with autism spectrum disorder (ASD), who demonstrate marked difficulty with gesture production and language. Communication…

We investigated infants' sensitivity to spatiotemporal structure. In Experiment 1, circles appeared in a statistically defined spatial pattern. At test 11-month-olds, but not 8-month-olds, looked longer at a novel spatial sequence. Experiment 2 presented different color/shape stimuli, but only the location sequence was violated during test;…

A structural analysis of skills taught by 49 parents to their preschool children indicated that individual characteristics affect initial prerequisite-skill performance directly and superordinate-skill learning indirectly through their impact on prerequisite skills. (JMB)

This study tested the hypothesized relationship between overt sensorimotor ordering experiences and relational responding in preschool children. (Author/CS)

Preschool children in a free-play situation experienced one of two training sequences: saying then doing, or doing then saying. The effect of training on the development of a correspondence between children's verbal and nonverbal behaviors was examined. The say-do sequence produced higher levels of correspondence. (ST)

First- and third-grade children were tested under six different instruction conditions which varied in how explicitly they cued a rehearsal strategy in a self-paced sequential-memory task. The type of strategy adopted was monitored with study time and overt verbalization measures. (JMB)

Matched groups of good and poor readers were administered a task that involved making same-different judgments for various combinations of auditory sequential, visual sequential, and visual spatial patterns. (Author)