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Direct linkBrandon M. Woo; Shari Liu; Elizabeth S. Spelke – Developmental Science, 2024
Does knowledge of other people's minds grow from concrete experience to abstract concepts? Cognitive scientists have hypothesized that infants' first-person experience, acting on their own goals, leads them to understand others' actions and goals. Indeed, classic developmental research suggests that before infants reach for objects, they do not…
Descriptors: Infants, Cognitive Processes, Inferences, Infant Behavior
Hashmi, Salim; Vanderwert, Ross E.; Paine, Amy L.; Gerson, Sarah A. – Developmental Science, 2022
Doll play provides opportunities for children to practice social skills by creating imaginary worlds, taking others' perspectives, and talking about others' internal states. Previous research using functional near-infrared spectroscopy (fNIRS) found a region over the posterior superior temporal sulcus (pSTS) was more active during solo doll play…
Descriptors: Toys, Play, Social Cognition, Interpersonal Competence
Borja Blanco; Monika Molnar; Irene Arrieta; César Caballero-Gaudes; Manuel Carreiras – Developmental Science, 2025
Language learning is influenced by both neural development and environmental experiences. This work investigates the influence of early bilingual experience on the neural mechanisms underlying speech processing in 4-month-old infants. We study how an early environmental factor such as bilingualism interacts with neural development by comparing…
Descriptors: Brain, Cognitive Processes, Cognitive Development, Speech Communication
Brenda C. Straka; Adam Stanaland; Sarah E. Gaither – Developmental Science, 2025
As young as 3 years old, children rely on a mutual intentionality framework to confer group membership--that is, agreement between a joiner ("I want to be in your group") and group ("We want you to be in our group"). Here, we tested whether children apply this cognitive framework in the context of identity-based groups,…
Descriptors: Self Concept, Group Membership, Gender Differences, Race
Chi-Chuan Chen; Ilaria Berteletti; Daniel C. Hyde – Developmental Science, 2024
Symbolic numeracy first emerges as children learn the meanings of number words and how to use them to precisely count sets of objects. This development starts before children enter school and forms a foundation for lifelong mathematics achievement. Despite its importance, exactly how children acquire this basic knowledge is unclear. Here we test…
Descriptors: Preschool Children, Numeracy, Symbols (Mathematics), Computation
Francesco Poli; Tommaso Ghilardi; Roseriet Beijers; Carolina de Weerth; Max Hinne; Rogier B. Mars; Sabine Hunnius – Developmental Science, 2024
Habituation and dishabituation are the most prevalent measures of infant cognitive functioning, and they have reliably been shown to predict later cognitive outcomes. Yet, the exact mechanisms underlying infant habituation and dishabituation are still unclear. To investigate them, we tested 106 8-month-old infants on a classic habituation task and…
Descriptors: Foreign Countries, Infants, Habituation, Novelty (Stimulus Dimension)
Stefan Vermeent; Ethan S. Young; Meriah L. DeJoseph; Anna-Lena Schubert; Willem E. Frankenhuis – Developmental Science, 2024
Childhood adversity can lead to cognitive deficits or enhancements, depending on many factors. Though progress has been made, two challenges prevent us from integrating and better understanding these patterns. First, studies commonly use and interpret raw performance differences, such as response times, which conflate different stages of cognitive…
Descriptors: Early Experience, Trauma, Cognitive Processes, Children
Jessica Bradshaw; Xiaoxue Fu; John E. Richards – Developmental Science, 2024
Sustained attention (SA) is an endogenous form of attention that emerges in infancy and reflects cognitive engagement and processing. SA is critical for learning and has been measured using different methods during screen-based and interactive contexts involving social and nonsocial stimuli. How SA differs by measurement method, context, and…
Descriptors: Infants, Child Development, Attention Span, Cognitive Processes
Lindsay C. Bowman; Amanda C. Brandone – Developmental Science, 2024
Behavioral research demonstrates a critical transition in preschooler's mental-state understanding (i.e., theory of mind; ToM), revealed most starkly in performance on tasks about a character's false belief (e.g., about an object's location). Questions remain regarding the neural and cognitive processes differentiating children who pass versus…
Descriptors: Preschool Children, Brain Hemisphere Functions, Cognitive Processes, Theory of Mind
Frick, Aurélien; Brandimonte, Maria A.; Chevalier, Nicolas – Developmental Science, 2022
Gaining autonomy is a key aspect of growing up and cognitive control development across childhood. However, little is known about how children engage cognitive control in an autonomous (or self-directed) fashion. Here, we propose that in order to successfully engage self-directed control, children identify, and achieve goals by tracking contextual…
Descriptors: Personal Autonomy, Cognitive Development, Children, Adults
Pletti, Carolina; Decety, Jean; Paulus, Markus – Developmental Science, 2022
Middle childhood seems to be crucial for the emergence of a moral identity, that is, an evaluative stance of how important it is for someone's sense of self to be moral. This study investigates the effects of moral identity on the neural processing of moral content in 10-year-old children. Participants were presented with scenes portraying…
Descriptors: Children, Ethics, Moral Values, Self Concept
Jones, Jonathan S.; Astle, Duncan E. – Developmental Science, 2022
Functional connectivity within and between Intrinsic Connectivity Networks (ICNs) transforms over development and is thought to support high order cognitive functions. But how variable is this process, and does it diverge with altered cognitive development? We investigated age-related changes in integration and segregation within and between ICNs…
Descriptors: At Risk Persons, Children, Adolescents, Cognitive Development
Woodruff Carr, Kali; Perszyk, Danielle R.; Norton, Elizabeth S.; Voss, Joel L.; Poeppel, David; Waxman, Sandra R. – Developmental Science, 2021
The power and precision with which humans link language to cognition is unique to our species. By 3-4 months of age, infants have already established this link: simply listening to human language facilitates infants' success in fundamental cognitive processes. Initially, this link to cognition is also engaged by a broader set of acoustic stimuli,…
Descriptors: Infants, Child Development, Brain, Language Processing
Hutchison, Jane E.; Ansari, Daniel; Zheng, Samuel; De Jesus, Stefanie; Lyons, Ian M. – Developmental Science, 2020
A long-standing debate in the field of numerical cognition concerns the degree to which symbolic and non-symbolic processing are related over the course of development. Of particular interest is the possibility that this link depends on the range of quantities in question. Behavioral and neuroimaging research with adults suggests that symbolic and…
Descriptors: Kindergarten, Numbers, Cognitive Processes, Young Children
Dutra, Natália B.; Chen, Lydia; Anum, Adote; Burger, Oskar; Davis, Helen E.; Dzokoto, Vivian A.; Fong, Frankie T. K.; Ghelardi, Sabrina; Mendez, Kimberly; Messer, Emily J. E.; Newhouse, Morgan; Nielsen, Mark G.; Ramos, Karlos; Rawlings, Bruce; dos Santos, Renan A. C.; Silveira, Lara G. S.; Tucker-Drob, Elliot M.; Legare, Cristine H. – Developmental Science, 2022
Self-regulation is a widely studied construct, generally assumed to be cognitively supported by executive functions (EFs). There is a lack of clarity and consensus over the roles of specific components of EFs in self-regulation. The current study examines the relations between performance on (a) a self-regulation task (Heads, Toes, Knees Shoulders…
Descriptors: Executive Function, Self Control, Short Term Memory, Visual Perception
