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Showing 1 to 15 of 34 results Save | Export
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Mascaro, Olivier; Kovács, Ágnes Melinda – Developmental Science, 2022
How do people learn about things that they have never perceived or inferred--like molecules, miracles or Marie-Antoinette? For many thinkers, trust is the answer. Humans rely on communicated information, sometimes even when it contradicts blatantly their firsthand experience. We investigate the early ontogeny of this trust using a non-verbal…
Descriptors: Toddlers, Infants, Learning Processes, Inferences
Jeanette Luedders Jones – ProQuest LLC, 2021
There has been limited research on interventions with young children encompassing "interoceptive awareness," the awareness and perception of sensations from inside the body. The information in this phenomenological study examines how participants experienced a bidirectional, reflective, online intervention program on interoceptive…
Descriptors: Intervention, Parent Child Relationship, Cues, Sensory Experience
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Wilson, Kyra; Frank, Michael C.; Fourtassi, Abdellah – Journal of Cognition and Development, 2023
In order for children to understand and reason about the world in an adult-like fashion, they need to learn that conceptual categories are organized in a hierarchical fashion (e.g., a dog is also an animal). While children learn from their first-hand observation of the world, social knowledge transmission via language can also play an important…
Descriptors: Cues, Linguistic Input, Language Acquisition, Speech Communication
Laurin, Deborah E. – ZERO TO THREE, 2018
A large portion of an infant's or toddler's day involves bodily care routines, including diapering. Tuning in to the uniqueness of a child's individuality during diapering by responding with sensitivity, encouragement, and in an unhurried manner, sends a powerful message to the child about his or her body, bodily functions, and crucially, that the…
Descriptors: Infants, Toddlers, Hygiene, Human Body
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Morin-Lessard, Elizabeth; Poulin-Dubois, Diane; Segalowitz, Norman; Byers-Heinlein, Krista – Developmental Psychology, 2019
A talking face provides redundant cues on the mouth that might support language learning and highly salient social cues in the eyes. What drives children's looking toward the mouth versus eyes of a talking face? This study reports data from 292 children who viewed faces speaking English, French, and Russian. We investigated the impact of…
Descriptors: Infants, Young Children, Age Differences, Monolingualism
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Koenig, Ashley; Arunachalam, Sudha; Saudino, Kimberly J. – Journal of Cognition and Development, 2020
Children's lexical processing speed at 18 to 25 months of age has been linked to concurrent and later language abilities. In the current study, we extend this finding to children aged 36 months. Children (N = 126) participated in a lexical processing task in which they viewed two static images on noun trials (e.g., an ear of corn and a hat), or…
Descriptors: Language Processing, Nouns, Verbs, School Readiness
Ma, Weiyi; Zhou, Peng; Golinkoff, Roberta Michnick; Lee, Joanne; Hirsh-Pasek, Kathy – First Language, 2019
The syntactic structure of sentences in which a new word appears may provide listeners with cues to that new word's form class. In English, for example, a noun tends to follow a determiner ("a"/"an"/"the"), while a verb precedes the morphological inflection [ing]. The presence of these markers may assist children in…
Descriptors: Syntax, Cues, Mandarin Chinese, Verbs
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Feiman, Roman; Mody, Shilpa; Sanborn, Sophia; Carey, Susan – Language Learning and Development, 2017
For adults, "no" and "not" change the truth-value of sentences they compose with. To investigate children's emerging understanding of these words, an experimenter hid a ball in a bucket or a truck, then gave an affirmative or negative clue (Experiment 1: "It's not in the bucket"; Experiment 2: "Is it in the…
Descriptors: Toddlers, Language Acquisition, Task Analysis, Cues
Hooven, Jennifer; Runkle, Katherine; Strouse, Laurie; Woods, Misty; Frankenberg, Erica – Phi Delta Kappan, 2018
Four early childhood educators, along with a university researcher, describe their efforts to implement an antiracist, antibias curriculum in a daycare and preschool setting. Even very young children can learn important lessons about race, diversity, and equity, they argue, and teachers should not shy away from addressing these issues at staff…
Descriptors: Early Childhood Education, Social Justice, Child Care, Preschool Education
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Pérez-Edgar, Koraly; Morales, Santiago; LoBue, Vanessa; Taber-Thomas, Bradley C.; Allen, Elizabeth K.; Brown, Kayla M.; Buss, Kristin A. – Developmental Psychology, 2017
The current study examined the relations between individual differences in attention to emotion faces and temperamental negative affect across the first 2 years of life. Infant studies have noted a normative pattern of preferential attention to salient cues, particularly angry faces. A parallel literature suggests that elevated attention bias to…
Descriptors: Individual Differences, Attention, Emotional Response, Affective Behavior
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Lieberman, Amy M.; Hatrak, Marla; Mayberry, Rachel I. – Language Learning and Development, 2014
Joint attention between hearing children and their caregivers is typically achieved when the adult provides spoken, auditory linguistic input that relates to the child's current visual focus of attention. Deaf children interacting through sign language must learn to continually switch visual attention between people and objects in order to achieve…
Descriptors: Deafness, Cues, Sign Language, Infants
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Jakobsen, Krisztina Varga; Frick, Janet E.; Simpson, Elizabeth A. – Journal of Cognition and Development, 2013
Although much research has examined the development of orienting to social directional cues (e.g., eye gaze), little is known about the development of orienting to nonsocial directional cues, such as arrows. Arrow cues have been used in numerous studies as a means to study attentional orienting, but the development of children's understanding of…
Descriptors: Cues, Attention, Orientation, Child Development
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Jing, Wei; Fang, Junming – Journal of Autism and Developmental Disorders, 2014
Typically developing (TD) infants could capitalize on social eye gaze and social contexts to aid word learning. Although children with autism disorder (AD) are known to exhibit atypicality in word learning via social eye gaze, their ability to utilize social contexts for word learning is not well understood. We investigated whether verbal AD…
Descriptors: Vocabulary Development, Control Groups, Interpersonal Competence, Cues
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Ribordy, Farfalla; Jabes, Adeline; Lavenex, Pamela Banta; Lavenex, Pierre – Cognitive Psychology, 2013
Episodic memories for autobiographical events that happen in unique spatiotemporal contexts are central to defining who we are. Yet, before 2 years of age, children are unable to form or store episodic memories for recall later in life, a phenomenon known as infantile amnesia. Here, we studied the development of allocentric spatial memory, a…
Descriptors: Memory, Toddlers, Rewards, Cues
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Warneken, Felix – Cognition, 2013
Human adults will sometimes help without being asked to help, including in situations in which the helpee is oblivious to the problem and thus provides no communicative or behavioral cues that intervention is necessary. Some theoretical models argue that these acts of "proactive helping" are an important and possibly human-specific form of…
Descriptors: Accidents, Intervention, Infants, Models
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