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Peer reviewed
Direct linkYafeng Pan; Ning Hao; Ning Liu; Yijie Zhao; Xiaojun Cheng; Yixuan Ku; Yi Hu – npj Science of Learning, 2023
It is said that our species use mnemonics -- that "magic of memorization" -- to engrave an enormous amount of information in the brain. Yet, it is unclear how mnemonics affect memory and what the neural underpinnings are. In this electroencephalography study, we examined the hypotheses whether mnemonic training improved…
Descriptors: Mnemonics, Cognitive Processes, Training, Memory
Hollis R. Heim; Kara Lowery; Rachel Eddings; Bhoomika Nikam; Anastasia Kerr-German; Aaron T. Buss – Journal of Cognition and Development, 2024
Previous research suggests that children's ability to label visual features (e.g. "red") and dimensions (e.g. "color") impacts attention to visual dimensions. The goal of this study is to investigate variations in the quality of the neural system supporting dimensional label comprehension and production in relation to…
Descriptors: Children, Identification, Visual Stimuli, Color
Paul Beljan; Justin M. Gardner; Dana Homaijani – Roeper Review, 2024
Children with gifted intellects often earn lower scores on measures of processing speed than their nongifted counterparts. However, neuropsychological research indicates such a profile of scores is likely not due to a true innate neurocognitive processing speed deficit but is rather a statistical artifact resulting from the interference of common…
Descriptors: Cognitive Processes, Gifted, Children, Intelligence Tests
Matthew Arnold; Rebecca Netson; Andrey Vyshedskiy – Journal of Autism and Developmental Disorders, 2024
Prefrontal synthesis (PFS) is a component of constructive imagination. It is defined as the process of mentally juxtaposing objects into novel combinations. For example, to comprehend the instruction "put the cat under the dog and above the monkey," it is necessary to use PFS in order to correctly determine the spatial arrangement of the…
Descriptors: Autism Spectrum Disorders, Language Acquisition, Children, Executive Function
Serena Dolfi; Gisella Decarli; Maristella Lunardon; Michele De Filippo De Grazia; Silvia Gerola; Silvia Lanfranchi; Giuseppe Cossu; Francesco Sella; Alberto Testolin; Marco Zorzi – Developmental Science, 2024
Impaired numerosity perception in developmental dyscalculia (low "number acuity") has been interpreted as evidence of reduced representational precision in the neurocognitive system supporting non-symbolic number sense. However, recent studies suggest that poor numerosity judgments might stem from stronger interference from non-numerical…
Descriptors: Number Concepts, Learning Disabilities, Numeracy, Mathematics Skills
Amanda 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
Zhijun Liao; Xiya Ao; Yulu Sun; Manli Zhang; Xiangzhi Meng – npj Science of Learning, 2024
Applying 10 Hz ([alpha]-rate) sensory stimulation, not 5 Hz ([theta]-rate), prior to introducing novel speech-print pairs can reset the phase of [theta] oscillations and enhance associative learning. This rapid gain indicates coordinated mechanisms to regulate attentional/cognitive resources ([alpha] oscillations) and facilitate memory storage…
Descriptors: Sensory Experience, Stimulation, Associative Learning, Attention Control
Jonathan Lassen; Bob Oranje; Martin Vestergaard; Malene Foldager; Troels W. Kjaer; Bodil Aggernaes; Sidse Arnfred – Autism: The International Journal of Research and Practice, 2025
Compared to their neurotypically developing peers, children and adolescents with autism spectrum disorders tend to have attenuated neural responses in the parietal lobe when attending sensory input, as reflected by a reduced P3b amplitude measured with electroencephalography. However, it is unknown whether a reduced P3b amplitude in autistic…
Descriptors: Autism Spectrum Disorders, Cognitive Processes, Executive Function, Interpersonal Competence
Yunxiang Zhang; Huizhong He; Lixin Yi – Journal of Deaf Studies and Deaf Education, 2025
The face inversion effect is an important indicator of holistic face perception and reflects the developmental level of face processing. This study examined the face inversion effect in deaf or hard of hearing (DHH) children aged 7-17 using the face dimensions task. This task uses photographic images of a face, in which configural and featural…
Descriptors: Human Body, Cognitive Processes, Visual Stimuli, Recognition (Psychology)
Marion Décaillet; Solange Denervaud; Cléo Huguenin-Virchaux; Laureline Besuchet; Céline J. Fischer Fumeaux; Micah M. Murray; Juliane Schneider – npj Science of Learning, 2024
Interactions between stimuli from different sensory modalities and their integration are central to daily life, contributing to improved perception. Being born prematurely and the subsequent hospitalization can have an impact not only on sensory processes, but also on the manner in which information from different senses is combined--i.e.,…
Descriptors: Premature Infants, Children, Preadolescents, Reaction Time
Hui Qiu; Xiao Liang – Journal of Autism and Developmental Disorders, 2024
This study aimed to explore the potential mediating role of sleep quality in the effect of physical activity (PA) intervention for improving executive functions (EFs) in children with attention-deficit hyperactivity disorder (ADHD). Participants aged 6 to 12 years old with a formal ADHD diagnosis were recruited from a local hospital. A total of 80…
Descriptors: Children, Attention Deficit Hyperactivity Disorder, Sleep, Physical Activity Level
Vernucci, Santiago; García-Coni, Ana; Zamora, Eliana Vanesa; Gelpi-Trudo, Rosario; Andrés, María Laura; Canet-Juric, Lorena – Journal of Cognition and Development, 2023
Cognitive flexibility refers to the ability to rapidly and accurately switch between tasks. It is regarded as a core dimension of executive functions and has been reported to improve during childhood and into early adulthood. For its evaluation, the task-switching paradigm is widely used. Switching between tasks or response sets imposes a series…
Descriptors: Children, Foreign Countries, Age Differences, Change
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
Nellie van den Bos; Sara Rosenblum – Journal of Occupational Therapy, Schools & Early Intervention, 2023
Integration of cognitive, sensory, and motoric processes is essential for the production of handwriting, however, challenging for children and youth with Autism Spectrum Disorder (ASD). The objective of this scoping review is to identify potential underlying mechanisms of handwriting of children and youth with ASD by reviewing cognitive, sensory,…
Descriptors: Handwriting, Autism Spectrum Disorders, Cognitive Processes, Perceptual Motor Coordination
Mandalaywala, Tara M.; Legaspi, Jordan K. – Developmental Psychology, 2023
Many caregivers wonder when to talk to children about social inequality and racism, often expressing the belief that children do not pay attention to race or inequity. Here, across 5-9-year-old American children (n = 159, M[subscript age] = 7.44; 51.6% female, 47.2% male, 1.2% nonconforming or not provided; 59.1% White, 23.3% racial-ethnic…
Descriptors: Cognitive Processes, Racism, Social Justice, Race
