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Direct linkKloo, Daniela; Osterhaus, Christopher; Kristen-Antonow, Susanne; Sodian, Beate – Infant and Child Development, 2022
Both theory of mind (ToM) and executive functioning have been related to children's academic abilities. In a longitudinal study with 112 children, we investigated the influence of these two abilities on children's math and reading performance at 7 years of age. We found that math performance was predicted by concurrent working memory as well as by…
Descriptors: Young Children, Theory of Mind, Executive Function, Reading Ability
Download full textKim, Young-Suk Grace – Grantee Submission, 2020
Theory of mind has received intensive attention in research as an important skill to develop. Furthermore, recent evidence indicates its role in discourse comprehension. In the current study, we examined the mediating role of theory of mind in the relations of foundational language and cognitive skills (working memory, attentional control,…
Descriptors: Theory of Mind, Thinking Skills, Short Term Memory, Attention Control
Farrell, Carmen Brown; Gilpin, Ansley Tullos; Nancarrow, Alexandra F.; Brown, Melissa M. – International Journal of Developmental Science, 2019
Self-regulation and social cognition flourish as children begin school and engage with a new social environment. At the same time, this novel setting provides more complex social situations that children must navigate, including understanding when others may be lying to them. Social cognition and self regulatory abilities, such as Theory of Mind…
Descriptors: Self Control, Student Behavior, Social Cognition, Executive Function
de Paula, Artemis Paiva; Felinto, Priscila Magalhães Barros; Mascarenhas, Brisa Fernandes; Lima, Sarah Camilla Ferreira de Oliveira; Gobbi, Flávia Horta Azevedo; Hazin, Izabel Augusta – Early Child Development and Care, 2018
The construct autobiographical memory (AM) refers to the mnemonic skill that enables individuals to form personal memories about their lives and re-experience them. Its ontogeny can be understood from the dialectic construction of maturational processes and the cultural-historical context. This research sought to further the knowledge regarding…
Descriptors: Autobiographies, Memory, Nonparametric Statistics, Statistical Analysis
Brock, Laura L.; Kim, Helyn; Gutshall, Claire C.; Grissmer, David W. – Early Child Development and Care, 2019
Theory of mind describes the ability to engage in perspective-taking, infer mental states, and predict intentions, behavior, and actions in others. Theory of mind performance is associated with foundational cognitive and socioemotional skills, including verbal ability (receptive and expressive vocabulary), executive function (inhibitory control…
Descriptors: Theory of Mind, Predictor Variables, Kindergarten, Young Children
Mahy, Caitlin E. V.; Moses, Louis J. – Journal of Cognition and Development, 2015
The current study examined the impact of retention interval task difficulty on 4- and 5-year-olds' prospective memory (PM) to test the hypothesis that children periodically monitor their intentions during the retention interval and that disrupting this monitoring may result in poorer PM performance. In addition, relations among PM, working memory,…
Descriptors: Retention (Psychology), Difficulty Level, Memory, Young Children
Marschark, Marc, Ed.; Knoors, Harry, Ed. – Oxford University Press, 2020
In recent years, the intersection of cognitive psychology, developmental psychology, and neuroscience with regard to deaf individuals has received increasing attention from a variety of academic and educational audiences. Both research and pedagogy have addressed questions about whether deaf children learn in the same ways that hearing children…
Descriptors: Deafness, Hearing Impairments, Learning Processes, Cognitive Ability
Lagattuta, Kristin Hansen; Sayfan, Liat; Blattman, Amanda J. – Developmental Psychology, 2010
Four- to 9-year-olds and adults (N = 256) viewed a series of pictures that were covered with occluders to reveal nondescript or identifiable parts. Participants predicted how 3 characters, 1 who had previously viewed the full picture and 2 who had not, would interpret the obstructed drawings. Results showed significant development between 4 and 9…
Descriptors: Inhibition, Short Term Memory, Young Children, Children
