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Xi, Yueming; Geva, Esther – Developmental Psychology, 2023
Current models of the affinity between syntax and vocabulary are complex and recognize the contribution of bootstrapping and computational processes. To date, the mutual facilitation between these two constructs over time has not been studied in second language (L2) school children. The present study investigated longitudinally the direction and…
Descriptors: Longitudinal Studies, Elementary School Students, Vocabulary Development, Syntax
Shechter, Taly; Eden, Sigal; Spektor-Levy, Ornit – Journal of Cognitive Education and Psychology, 2021
The objective of this study was to examine in what ways and to what extent preschoolers (5-6 years of age) manifest early Engineering Habits of Mind (EHoM) while engaging in an open-ended problem-solving construction task. The study comprised 228 children (120 boys and 108 girls). The study implemented a quantitative approach. The main research…
Descriptors: Preschool Children, Thinking Skills, Engineering, Problem Solving
Aubé, Sophie; Mimeau, Catherine; Gagnon, Eloi; Remon, Alexandra; Brendgen, Mara; Vitaro, Frank; Ouellet-Morin, Isabelle; Tremblay, Richard E.; Boivin, Michel; Dionne, Ginette – Developmental Psychology, 2022
Given the importance of writing for academic achievement, this study aimed to understand how early oral language contributes to later writing skills. The first objective was to determine if preschool language skills were associated with high school writing, and if so, whether they contributed directly or indirectly through school age language. The…
Descriptors: Language Skills, Writing Skills, Academic Achievement, Oral Language
Beisly, Amber; Kwon, Kyong-Ah; Jeon, Shinyoung – Early Child Development and Care, 2020
This study examined the associations of preschool children's executive function (EF) and learning behaviour (CLB) with their concurrent academic skills and the role of CLB as a mediator for the EF-academic skills link. One hundred seventy-nine children were assessed on EF and math and literacy skills. Parents and teachers completed a questionnaire…
Descriptors: Executive Function, Preschool Children, Mathematics Skills, Literacy
Wang, Si; Andrews, Glenda; Pendergast, Donna; Neumann, David; Chen, Yulu; Shum, David H. K. – Journal of Cognition and Development, 2022
To date, cross-cultural studies on Theory of Mind (ToM) have predominantly focused on preschoolers. This study focuses on middle childhood, comparing two samples of mainland Chinese (n = 126) and Australian (n = 83) children aged between 5.5 and 12 years. Strange Stories, the most commonly used measure of ToM, was employed. The study aimed to…
Descriptors: Theory of Mind, Preschool Children, Measures (Individuals), Story Telling
Vadasy, Patricia F.; Sanders, Elizabeth A.; Cartwright, Kelly B. – Journal of Education for Students Placed at Risk, 2023
The development of beginning decoding and encoding skills is influenced by linguistic skills as well as executive functions (EFs). These higher-level cognitive processes include working memory, inhibition, and cognitive flexibility, and individual differences in these EFs have been shown to contribute to early academic learning. The present study…
Descriptors: Cognitive Ability, Decoding (Reading), Prediction, Language Skills
Brosseau-Lapré, Françoise; Schumaker, Jennifer; Kluender, Keith R. – Journal of Speech, Language, and Hearing Research, 2020
Purpose: This study compared perception of consonants in medial position by preschoolers, with and without speech sound disorder (SSD), with similar vocabulary and language skills. In addition, we investigated the association between speech perception and production skills. Method: Participants were 36 monolingual English-speaking children with…
Descriptors: Auditory Perception, Vocabulary Development, Correlation, Preschool Children
Bakker, Merel; Torbeyns, Joke; Verschaffel, Lieven; De Smedt, Bert – Developmental Psychology, 2023
Children start preschool with large individual differences in their early numerical abilities. Little is known about the importance of heterogeneous patterns that exist within these individual differences. A person-centered analytic approach might be helpful to unravel these patterns and the cognitive and environmental factors that are associated…
Descriptors: Longitudinal Studies, Mathematics Instruction, Mathematics Achievement, Preschool Education
Vadasy, Patricia F.; Sanders, Elizabeth A.; Cartwright, Kelly B. – Grantee Submission, 2022
The development of beginning decoding and encoding skills is influenced by linguistic skills as well as executive functions (EFs). These higher-level cognitive processes include working memory, inhibition, and cognitive flexibility, and individual differences in these EFs have been shown to contribute to early academic learning. The present study…
Descriptors: Cognitive Ability, Decoding (Reading), Prediction, Language Skills
Browne, Dillon T.; Dadashadeh, Sharon; Wade, Mark; Jenkins, Jennifer M. – Developmental Psychology, 2019
This study examined the association between observed cognitive sensitivity (CS) during family interactions and children's receptive vocabulary for older and younger siblings. Maternal and sibling CS was considered and associations were explored at the family-wide (between-family) and child-specific (within-family) levels of analysis. The…
Descriptors: Correlation, Vocabulary Development, Cognitive Ability, Family Relationship
Vlach, Haley A.; DeBrock, Catherine A. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019
Children are able to resolve the referential ambiguity of learning new words by tracking co-occurrence probabilities across moments in time, a behavior termed cross-situational word learning (CSWL). Although we know that children can use co-occurrence data to map words to objects, the literature has a striking limitation: research has focused on…
Descriptors: Retention (Psychology), Vocabulary Development, Language Acquisition, Language Processing
Whissell-Turner, Kathleen; Fejzo, Anila – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 2021
By the end of primary school, students are confronted with expository texts known for their high proportion of domain-specific academic vocabulary words. These words usually comprise Greek or Latin roots in their internal structure. Recent findings showed that knowledge of Greek and Latin roots is related to reading comprehension. However, no…
Descriptors: Morphemes, Elementary School Students, Reading Comprehension, French
Acha, Joana; Agirregoikoa, Ainhize; Barreto, Florencia B.; Arranz, Enrique – International Journal of Behavioral Development, 2021
The role of working memory (WM) in language acquisition has been widely reported in the developmental literature, but few studies have explored the role of sentence recall in the way WM and related linguistic abilities evolve. This study seeks to explore the organization and development of the memory architecture underlying language using a…
Descriptors: Role, Short Term Memory, Vocabulary Development, Language Acquisition
Verhagen, Josje; de Bree, Elise; Mulder, Hanna; Leseman, Paul – Journal of Psycholinguistic Research, 2017
This study investigates the relationship between nonword repetition (NWR) and vocabulary in 2-year-olds. Questions addressed are whether (1) NWR and vocabulary are associated, (2) phonotactic probability affects NWR, and (3) there is an interaction effect between phonotactic probability and vocabulary on NWR performance. The general aim of the…
Descriptors: Correlation, Toddlers, Vocabulary Development, English
Boersma, Tiffany; Baker, Anne; Rispens, Judith; Weerman, Fred – First Language, 2018
Morphophonological processing involves the phonological analysis of morphemes. Item-specific phonological characteristics have been shown to influence morphophonological skills in children. This study investigates the relative contributions of broad phonological skills and vocabulary to production and judgement accuracies of the Dutch past tense…
Descriptors: Indo European Languages, Morphemes, Phonology, Language Processing