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Direct linkEsposito, Gianluca; Venuti, Paola; Iandolo, Giuseppe; de Falco, Simona; Gabrieli, Giulio; Wei, Christine; Bornstein, Marc H. – Early Child Development and Care, 2020
We studied the development of narrative ability yearly in a cross-sectional design from 4 to 10 years. All children were given the same props and underwent the same procedures. Children's narratives were transcribed verbatim, and then coded for number of words, propositions, episodes and indexes of narrative cohesion and structure. Verbal IQ was…
Descriptors: Story Telling, Children, Child Development, Age Differences
Perucchini, Paola; Bello, Arianna; Presaghi, Fabio; Aureli, Tiziana – First Language, 2021
The goal of this intensive longitudinal study was to trace the developmental trajectories of infant pointing production, through consideration of the modality (i.e. pointing alone vs pointing-vocal coupling) and the communicative intention (i.e. imperative vs declarative). Multilevel analysis was used to model the normative trend and the…
Descriptors: Infants, Nonverbal Communication, Longitudinal Studies, Child Development
Gabbatore, Ilaria; Dindar, Katja; Pirinen, Veera; Vähänikkilä, Hannu; Mämmelä, Laura; Kotila, Aija; Bosco, Francesca M.; Leinonen, Eeva; Loukusa, Soile – First Language, 2023
Effective communication is a fundamental aspect of children's daily living, enabling interaction with adults and peers. A rich literature suggests that communicative abilities develop with age, while little is known about cross-cultural differences and similarities. This study presents a comparison of the communicative performance of Finnish (n =…
Descriptors: Cultural Differences, Cross Cultural Studies, Foreign Countries, Communication Skills
Blijd-Hoogewys, Els M. A.; Bulgarelli, Daniela; Molina, Paola; van Geert, Paul L. C. – European Journal of Developmental Psychology, 2022
The extent to which Theory of Mind (ToM) performance is influenced by cultural and gender differences remains a subject of debate. A sample of 324 Dutch and 511 Italian children (52% boys; 2.8-11.7 years; 50% boys; 2.6-10.3 years; respectively) was administered the ToM Storybooks. Analysis focused on indicators of nonlinearity: moving standard…
Descriptors: Theory of Mind, Child Development, Cross Cultural Studies, Gender Differences
Cottini, Milvia; Basso, Demis; Pieri, Alessandro; Palladino, Paola – Journal of Cognition and Development, 2021
This study investigated developmental differences in metacognitive monitoring and control in younger (5- to 6-year-old) and older (8- to 10-year-old) children's prospective memory (PM). Metacognitive monitoring was assessed by asking the children to judge their performance before (prediction) and after (postdiction) performing a resource-demanding…
Descriptors: Metacognition, Age Differences, Memory, Task Analysis
Silletti, Fabiola; Salvadori, Eliala A.; Presaghi, Fabio; Fasolo, Mirco; Aureli, Tiziana; Coppola, Gabrielle – Developmental Psychology, 2022
Mind-mindedness (MM) refers to caregivers' proclivity to treat a child as having an active and autonomous mental life. It has been shown to be a powerful predictor of many developmental outcomes and to mitigate the impact of risk conditions. However, longitudinal studies on MM reporting changes over time and individual differences among mothers…
Descriptors: Video Technology, Parent Child Relationship, Socioeconomic Status, Play
Gastaldi, Francesca Giovanna Maria; Longobardi, Claudio; Pasta, Tiziana; Prino, Laura Elvira – Early Child Development and Care, 2019
Playing is essential for the development of higher psychological functions. The purpose of this study is to demonstrate that playing constitutes an essential step in children's socio-cognitive development by describing playtime as the indicator of the gradual overcoming of self-centred thinking, with a view to acquiring new social adjustment…
Descriptors: Preschool Children, Play, Nursery Schools, Imitation
Putnick, Diane L.; Bornstein, Marc H.; Lansford, Jennifer E.; Chang, Lei; Deater-Deckard, Kirby; Di Giunta, Laura; Dodge, Kenneth A.; Malone, Patrick S.; Oburu, Paul; Pastorelli, Concetta; Skinner, Ann T.; Sorbring, Emma; Tapanya, Sombat; Uribe Tirado, Liliana Maria; Zelli, Arnaldo; Alampay, Liane Peña; Al-Hassan, Suha M.; Bacchini, Dario; Bombi, Anna Silvia – Developmental Psychology, 2018
Promoting children's prosocial behavior is a goal for parents, healthcare professionals, and nations. Does positive parenting promote later child prosocial behavior, or do children who are more prosocial elicit more positive parenting later, or both? Relations between parenting and prosocial behavior have to date been studied only in a narrow band…
Descriptors: Parent Child Relationship, Prosocial Behavior, Child Behavior, Child Rearing
Mäkinen, Leena; Gabbatore, Ilaria; Loukusa, Soile; Kunnari, Sari; Schneider, Phyllis – Early Education and Development, 2020
Narratives have been extensively studied in recent decades, but studies investigating differences and similarities in the narrative features from a cross-cultural or cross-linguistic point of view are limited. This study investigated the narrative language of typically developing monolingual four- and eight-year-old Finnish, Italian and Canadian…
Descriptors: Cross Cultural Studies, Narration, Child Development, English
Borja, Amanda P.; Nastasi, Bonnie K.; Sarkar, Sreeroopa – International Journal of School & Educational Psychology, 2017
Research points to the importance of sociocultural and developmental experiences in understanding children's social supports. The present study examines qualitative themes about children's social supports, derived from a multicountry study of 604 school-aged children (ages 4-19 years). Using the ecomap (a child-generated paper-and-pencil drawing…
Descriptors: Children, Adolescents, Social Support Groups, Qualitative Research
Bello, Arianna; Sparaci, Laura; Stefanini, Silvia; Boria, Sonia; Volterra, Virginia; Rizzolatti, Giacomo – Developmental Psychology, 2014
The capacity to ascribe goals and intentions to others is a fundamental step in child cognitive development. The aim of the present study was to assess the age at which these capabilities are acquired in typically developing children. Two experiments were carried out. In the first experiment, 4 groups of children (age range = 3 years 2 months-7…
Descriptors: Children, Child Development, Cognitive Development, Objectives
The Development of Adaptive Decision Making: Recognition-Based Inference in Children and Adolescents
Horn, Sebastian S.; Ruggeri, Azzurra; Pachur, Thorsten – Developmental Psychology, 2016
Judgments about objects in the world are often based on probabilistic information (or cues). A frugal judgment strategy that utilizes memory (i.e., the ability to discriminate between known and unknown objects) as a cue for inference is the recognition heuristic (RH). The usefulness of the RH depends on the structure of the environment,…
Descriptors: Adjustment (to Environment), Decision Making, Child Development, Adolescent Development
Crescentini, Cristiano; Fabbro, Franco; Urgesi, Cosimo – Developmental Psychology, 2014
Despite the large body of knowledge on adults suggesting that 2 basic types of mental spatial transformation--namely, object-based and egocentric perspective transformations--are dissociable and specialized for different situations, there is much less research investigating the developmental aspects of such spatial transformation systems. Here, an…
Descriptors: Children, Child Development, Spatial Ability, Age Differences
Sella, Francesco; Berteletti, Ilaria; Lucangeli, Daniela; Zorzi, Marco – Developmental Psychology, 2015
In the number-to-position task, with increasing age and numerical expertise, children's pattern of estimates shifts from a biased (nonlinear) to a formal (linear) mapping. This widely replicated finding concerns symbolic numbers, whereas less is known about other types of quantity estimation. In Experiment 1, Preschool, Grade 1, and Grade 3…
Descriptors: Computation, Numbers, Preschool Children, Grade 1
Nava, Elena; Pavani, Francesco – Child Development, 2013
In human adults, visual dominance emerges in several multisensory tasks. In children, auditory dominance has been reported up to 4 years of age. To establish when sensory dominance changes during development, 41 children (6-7, 9-10, and 11-12 years) were tested on the Colavita task (Experiment 1) and 32 children (6-7, 9-10, and 11-12 years) were…
Descriptors: Auditory Perception, Visual Perception, Child Development, Children
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