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Direct linkLeher Singh; Mihaela D. Barokova; Heidi A. Baumgartner; Diana C. Lopera-Perez; Paul Okyere Omane; Mark Sheskin; Francis L. Yuen; Yang Wu; Katherine J. Alcock; Elena C. Altmann; Marina Bazhydai; Alexandra Carstensen; Kin Chung Jacky Chan; Hu Chuan-Peng; Rodrigo Dal Ben; Laura Franchin; Jessica E. Kosie; Casey Lew-Williams; Asana Okocha; Tilman Reinelt; Tobias Schuwerk; Melanie Soderstrom; Angeline S. M. Tsui; Michael C. Frank – Developmental Psychology, 2024
Culture is a key determinant of children's development both in its own right and as a measure of generalizability of developmental phenomena. Studying the role of culture in development requires information about participants' demographic backgrounds. However, both reporting and treatment of demographic data are limited and inconsistent in child…
Descriptors: Data Collection, Young Children, Demography, Cultural Traits
Schneider, Michael; Stern, Elsbeth – Developmental Psychology, 2010
Interactions between conceptual and procedural knowledge influence the development of mathematical competencies. However, after decades of research, these interrelations are still under debate, and empirical results are inconclusive. The authors point out a source of these problems. Different kinds of knowledge and competencies only show up…
Descriptors: Grade 5, Grade 6, Arithmetic, Mathematics
Stormer, Viola S.; Passow, Susanne; Biesenack, Julia; Li, Shu-Chen – Developmental Psychology, 2012
Attention and working memory are fundamental for selecting and maintaining behaviorally relevant information. Not only do both processes closely intertwine at the cognitive level, but they implicate similar functional brain circuitries, namely the frontoparietal and the frontostriatal networks, which are innervated by cholinergic and dopaminergic…
Descriptors: Aging (Individuals), Genetics, Cognitive Development, Short Term Memory
Shahaeian, Ameneh; Peterson, Candida C.; Slaughter, Virginia; Wellman, Henry M. – Developmental Psychology, 2011
To examine cultural contrasts in the ordered sequence of conceptual developments leading to theory of mind (ToM), we compared 135 3- to 6-year-olds (77 Australians; 58 Iranians) on an established 5-step ToM scale (Wellman & Liu, 2004). There was a cross-cultural difference in the sequencing of ToM steps but not in overall rates of ToM mastery.…
Descriptors: Theory of Mind, Measures (Individuals), Cultural Differences, Foreign Countries
Benson, Janel E.; Elder, Glen H., Jr. – Developmental Psychology, 2011
Developmental and life course studies of young adult identities have focused on 2 dimensions: subjective age and psychosocial maturity. This study examines the developmental synchrony of these 2 processes. In a longitudinal sample of young adults from Add Health (ages 18-22), a person-centered analysis of indicators of these dimensions identified…
Descriptors: Young Adults, Adolescents, Profiles, Longitudinal Studies
Peer reviewedBrainerd, Charles J. – Developmental Psychology, 1976
This article discusses the results of an earlier experiment which demonstrated a relationship between children's prior understanding of the compensation rule and their tendency to benefit from conservation training. These earlier results are then compared to the results of this experiment which employed different procedures and found no such…
Descriptors: Comparative Analysis, Compensation (Concept), Conservation (Concept), Correlation
Peer reviewedBussey, Kay; Perry, David G. – Developmental Psychology, 1977
In this study, the effects of three variables hypothesized to influence children's resistance to temptation were assessed in an experiment that independently manipulated the variables. (Author/SB)
Descriptors: Antisocial Behavior, Elementary Education, Elementary School Students, Inhibition
Peer reviewedCrowell, David H.; And Others – Developmental Psychology, 1976
In three experiments, it was demonstrated that human newborn heart rate level can be reliably modified through classical conditioning procedures. Findings support the idea that early learning may occur under a variety of conditions and different theories may account for the results. (Author/SB)
Descriptors: Classical Conditioning, Conditioning, Heart Rate, Infant Behavior
Peer reviewedRice, Ruth Dianne – Developmental Psychology, 1977
Fifteen mothers were trained to administer tactile-kinesthetic stimulation to their premature infants for 15 minutes four times a day for 1 month. At 4 months of age, experimental infants were compared to 14 controls for neurophysiological development. (Author/SB)
Descriptors: Development, Premature Infants, Research, Stimulation
Peer reviewedStein, Christien Kimpel; LaBarba, Richard C. – Developmental Psychology, 1977
Descriptors: Animal Behavior, Maturation, Research, Stimulation
Peer reviewedGregg, Claudette; And Others – Developmental Psychology, 1976
Descriptors: Heart Rate, Infants, Research, Responses
Peer reviewedCrook, Charles K.; And Others – Developmental Psychology, 1977
This study tested the effects of moderately intense square-wave tone on the nutritive sucking pattern of neonates. (Author/SB)
Descriptors: Auditory Stimuli, Infant Behavior, Neonates, Research
Peer reviewedLucas, Thomas C.; Uzgiris, Ina C. – Developmental Psychology, 1977
Two studies examined infants' understanding of spatial relations during the period following attainment of active search for hidden objects. (Author/SB)
Descriptors: Cognitive Development, Concept Formation, Infants, Research
Peer reviewedFischer, Gloria J. – Developmental Psychology, 1976
Two-day-old chicks were found to prefer an ancestral maternal call over a brief repetitive pure tone burst when stationary models emitted the calls; however, other chicks prefered the repetitive tone over the maternal call when the models emitting the calls were moving. (JMB)
Descriptors: Animal Behavior, Auditory Stimuli, Behavior Patterns, Research
Peer reviewedCavanagh, Patrick; Davidson, Michael L. – Developmental Psychology, 1977
Results of an experiment with 6-month-old infants showed that response-independent auditory-visual reinforcement can elicit learned responses and that action-consequence learning in infants may consist of a combination of elicitation and conditioning. (Author/JMB)
Descriptors: Infants, Learning, Operant Conditioning, Reinforcement
