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Bauer, Patricia J.; Larkina, Marina – Child Development, 2017
In accumulating knowledge, direct modes of learning are complemented by productive processes, including self-generation based on integration of separate episodes. Effects of the number of potentially relevant episodes on integration were examined in 4- to 8-year-olds (N = 121; racially/ethnically heterogeneous sample, English speakers, from large…
Descriptors: Young Children, Semantics, Memory, Experiments
Sandoval, Michelle; Leclerc, Julia A.; Gómez, Rebecca L. – Child Development, 2017
A nap soon after encoding leads to better learning in infancy. However, whether napping plays the same role in preschoolers' learning is unclear. In Experiment 1 (N = 39), 3-year-old habitual and nonhabitual nappers learned novel verbs before a nap or a period of wakefulness and received a generalization test examining word extension to novel…
Descriptors: Preschool Children, Sleep, Verbs, Generalization
Golinkoff, Roberta M.; Hirsh-Pasek, Kathy; Grob, Rachel; Schlesinger, Mark – Child Development, 2017
Urie Bronfenbrenner and Ernest Boyer argued for leaving the laboratory to conduct rigorous developmental research in the real world where children are found--in the places they go. Contributions to this special issue meet Bronfenbrenner and Boyer's call while at the same time recognizing the continued importance of laboratory research. These…
Descriptors: Child Development, Foreign Countries, Laboratory Experiments, Intervention
Ferry, Alissa L.; Hespos, Susan J.; Gentner, Dedre – Child Development, 2015
This research asks whether analogical processing ability is present in human infants, using the simplest and most basic relation--the "same-different" relation. Experiment 1 (N = 26) tested whether 7- and 9-month-olds spontaneously detect and generalize these relations from a single example, as previous research has suggested. The…
Descriptors: Infants, Abstract Reasoning, Logical Thinking, Experiments
Chudek, Maciej; Baron, Andrew S.; Birch, Susan – Child Development, 2016
Children are both shrewd about whom to copy--they selectively learn from certain adults--and overimitators--they copy adults' obviously superfluous actions. Is overimitation also selective? Does selectivity change with age? In two experiments, 161 two- to seven-year-old children saw videos of one adult receiving better payoffs or more bystander…
Descriptors: Children, Imitation, Modeling (Psychology), Experiments
Klinger, Jörn; Mayor, Julien; Bannard, Colin – Child Development, 2016
Despite its recognized importance for cultural transmission, little is known about the role imitation plays in language learning. Three experiments examine how rates of imitation vary as a function of qualitative differences in the way language is used in a small indigenous community in Oaxaca, Mexico and three Western comparison groups. Data from…
Descriptors: Beliefs, Experiments, Indigenous Populations, Foreign Countries
Corriveau, Kathleen H.; Kurkul, Katelyn; Arunachalam, Sudha – Child Development, 2016
Two experiments investigated whether 4- and 5-year-old children choose to learn from informants who use more complex syntax (passive voice) over informants using more simple syntax (active voice). In Experiment 1 (N = 30), children viewed one informant who consistently used the passive voice and another who used active voice. When learning novel…
Descriptors: Preschool Children, Preferences, Syntax, Form Classes (Languages)
Corriveau, Kathleen H.; Kurkul, Katelyn E. – Child Development, 2014
These two studies explored 3- and 5-year-olds' evaluation of noncircular and circular explanations, and their use of such explanations to determine informant credibility. Although 5-year-olds demonstrated a selective preference for noncircular over circular explanations (Experiment 1: Long Explanations; Experiment 2: Short Explanations),…
Descriptors: Young Children, Thinking Skills, Preferences, Evaluative Thinking
Lüke, Carina; Grimminger, Angela; Rohlfing, Katharina J.; Liszkowski, Ulf; Ritterfeld, Ute – Child Development, 2017
Early identification of primary language delay is crucial to implement effective prevention programs. Available screening instruments are based on parents' reports and have only insufficient predictive validity. This study employed observational measures of preverbal infants' gestural communication to test its predictive validity for identifying…
Descriptors: Infants, Identification, Language Impairments, Developmental Delays
Hespos, Susan J.; Dora, Begum; Rips, Lance J.; Christie, Stella – Child Development, 2012
Infants can track small groups of solid objects, and infants can respond when these quantities change. But earlier work is equivocal about whether infants can track continuous substances, such as piles of sand. Experiment 1 ("N" = 88) used a habituation paradigm to show infants can register changes in the size of piles of sand that they…
Descriptors: Evidence, Infants, Psychology, Eye Movements
Möhring, Wenke; Frick, Andrea – Child Development, 2013
In this study, 6-month-olds' ability to mentally rotate objects was investigated using the violation-of-expectation paradigm. Forty infants watched an asymmetric object being moved straight down behind an occluder. When the occluder was lowered, it revealed the original object (possible) or its mirror image (impossible) in one of five…
Descriptors: Infants, Expectation, Discovery Learning, Experiments
Rakoczy, Hannes; Bergfeld, Delia; Schwarz, Ina; Fizke, Ella – Child Development, 2015
Existing evidence suggests that children, when they first pass standard theory-of-mind tasks, still fail to understand the essential aspectuality of beliefs and other propositional attitudes: such attitudes refer to objects only under specific aspects. Oedipus, for example, believes Yocaste (his mother) is beautiful, but this does not imply that…
Descriptors: Theory of Mind, Beliefs, Young Children, Educational Experiments
Rohwer, Michael; Kloo, Daniela; Perner, Josef – Child Development, 2012
Previous research yielded conflicting results about when children can accurately assess their epistemic states in different hiding tasks. In Experiment 1, ninety-two 3- to 7-year-olds were either shown which object was hidden inside a box, were totally ignorant about what it could be, or were presented with two objects one of which was being put…
Descriptors: Child Development, Children, Experiments, Young Children
Fritzley, V. Heather; Lindsay, Rod C. L.; Lee, Kang – Child Development, 2013
Two experiments investigated response tendencies of preschoolers toward yes-no questions about actions. Two hundred 2- to 5-year-old children were asked questions concerning actions commonly associated with particular objects (e.g., drinking from a cup) and actions not commonly associated with particular objects (e.g., kicking a toothbrush). The…
Descriptors: Foreign Countries, Preschool Children, Experiments, Comparative Analysis
Yeager, David S.; Miu, Adriana S.; Powers, Joseph; Dweck, Carol S. – Child Development, 2013
Past research has shown that hostile schemas and adverse experiences predict the hostile attributional bias. This research proposes that seemingly nonhostile beliefs (implicit theories about the malleability of personality) may also play a role in shaping it. Study 1 meta-analytically summarized 11 original tests of this hypothesis (N = 1,659),…
Descriptors: Personality Theories, Psychological Patterns, Adolescents, Bias