Questioning others is one of the most powerful methods that children use to learn about the world. How does questioning develop? How is it socialized? And how can questioning be leveraged to support learning and education? In this volume, some of the world's leading experts are brought together to explore critical issues in the development of…

From a preeminent researcher, this book looks at the key role of joint attention in both typical and atypical development. Peter C. Mundy shows that no other symptom dimension is more strongly linked to early identification and treatment of autism spectrum disorder (ASD). He synthesizes a wealth of knowledge on how joint attention develops, its…

How do responsive adult-child interactions influence early language development? How do a child's language skills develop in tandem with social-emotional development, executive function, and literacy? What are effective ways to help parents support their child's development? Uncover the answers to these questions in this fascinating book, which…

Cognitive development is a cultural process. More experienced cultural members and the practices, institutions, and artifacts of the culture provide support and guidance for children as they develop knowledge and thinking skills. In this article, the authors describe the value that is added to our understanding of cognitive development when…

Each year, approximately 100,000 refugees arrive in the United States (Refugee Council USA). Nearly half of these arrivals are children. The number of refugees worldwide has more than sextupled since the 1950s, and according to the United States Committee for Refugees and immigrants (USCRI) this number is expected to continue to grow in coming…

The Promising Practices Network (PPN) on Children, Families and Communities (www.promisingpractices.net) began as a partnership between four state-level organizations that help public and private organizations improve the well-being of children and families. The PPN website, archived in June 2014, featured summaries of programs and practices that…

Maintains that Teyler and Fountain's presentation (1987) contains several limitations, namely, that the authors do not (1) distinguish between learning and memory, nor between storage and retrieval; (2) address the role of knowledge-based influences in memory and learning; or (3) employ concepts that can accommodate developmental phenomena in the…

Results of two experiments on kindergarten children in Japan indicate that young children can, and often do, apply personification as an analogy to animate objects to generate a reasonable prediction. It was also found that children try to constrain the personification by using additional knowledge. (PCB)

Findings indicate that infants can detect regularity in spatiotemporal series; will develop expectancies for events in the series; and will act on the basis of those expectancies even when their actions have no effect on the stimulus events. (PCB)

There is increased interest by parents in communicating with their children about political violence. However, limited attention in the scholarly literature has focused on parent-child communication about war and terrorism. In response, the purpose of this study is to assess, within their respective ecological contexts, American and Northern Irish…

In three experiments, children five- to 10-years-old were assessed on their comprehension of simple and compound comparatives using a picture-question answering task. Ability to use appropriate reference points increased with age on both the simple and compound comparative relations. (PCB)

Concepts important to cognitive development in children can be classified according to several levels. At level 1, concepts are equivalent in structural complexity to binary relations and univariate functions. At level 2, concepts are equivalent to compositions of binary relations, binary operations, and bivariate functions. At level 3, concepts…

Argues that cognitive and affective systems do not develop in parallel and that affects serve a communicative function. (RH)

Assesses three sets of Piagetian exclusion operations (of varying the independent variables, of holding the independent variable constant, and tautology) and of levels of thought (concrete through formal) in 33 fifth graders, 27 sixth graders, and 31 seventh graders. (HOD)

Subtypes of nonsocial play were examined for matched groups of young typically developing children and children with mild developmental (cognitive) delays. Findings indicated that the nonsocial play of these children can be characterized as multidimensional in a manner similar to that of typically developing children. However, context did not…