The late positive potential (LPP), an event-related potential reflecting affective processing, may exhibit developmental shifts in magnitude and scalp location. In the present longitudinal study, 501 youth (47.3% female; 89.4% White; 12.0% Hispanic) completed the emotion interrupt task to elicit the LPP to neutral, positive, and negative images at…

The study of how children learn numbers has yielded one of the most productive research programs in cognitive development, spanning empirical and computational methods, as well as nativist and empiricist philosophies. This paper provides a tutorial on how to think computationally about learning models in a domain like number, where learners take…

We propose a simple computational model that describes potential mechanisms underlying the organization and development of the lexical-semantic system in 18-month-old infants. We focus on two independent aspects: (i) on potential mechanisms underlying the development of taxonomic and associative priming, and (ii) on potential mechanisms underlying…

Mixed-effects models are an analytic technique for modeling repeated measurement or nested data. This paper explains the logic of mixed-effects modeling and describes two examples of mixed-effects analyses using R. The intended audience of the paper is psychologists who specialize in cognitive development research. Therefore, the concepts and…

While the expectations and challenges facing K-12 educational leaders are considerable and significantly increasing, the support they receive in training, leadership development, and ongoing support has been limited in range and relevance. Although Cognitive Coaching is not a leadership development program, per se, Cognitive Coaching is a model of…

Computational cognitive modeling is a tool we can use to evaluate theories of syntactic acquisition. Here, I review several models implementing theories that integrate information from both linguistic and non-linguistic sources to learn different types of syntactic knowledge. Some of these models additionally consider the impact of factors coming…

Pretend play is often hypothesized in a global sense to be an effective context for young children's learning, but there is much still to learn about whether all types of information can be learned equally and whether all types of pretend play are equally beneficial. The present study tests whether preschoolers can learn a simple, novel causal…

Accelerated longitudinal designs (ALDs) provide an opportunity to capture long developmental periods in a shorter time framework using a relatively small number of assessments. Prior literature has investigated whether univariate developmental processes can be characterized with data obtained from ALDs. However, many important questions in…

The ability to consider multiple possibilities forms the basis for a wide variety of human-unique cognitive capacities. When does this skill develop? Previous studies have narrowly focused on children's ability to prepare for incompatible future outcomes. Here, we investigate this capacity in a causal learning context. Adults (N = 109) and 18- to…

Cognitive development is often characterized in terms of discontinuities, but these discontinuities can sometimes be apparent rather than actual and can arise from continuous developmental change. To explore this idea, we use as a case study the finding by Stager and Werker (1997) that children's early ability to distinguish similar sounds does…

Early math skills predict later academic achievement and are of critical importance in preschool. There also are discrepancies in early math skills of preschoolers with disabilities compared with their typically developing peers. We used an experimental single-case research design, multiple probe across skills, to investigate the effectiveness of…

Studies have found that some teacher professional development programs that are based on Cognitively Guided Instruction (CGI) can increase student mathematics achievement. The mechanism through which those effects are realized has been theorized, but more empirical study is needed. In service of this need, we designed a novel measure of…

The purposes of this study were to propose a model of cognitive learning outcomes in outdoor education and examine their relationships with two antecedents (quality of support resource and involvement) and one consequence (satisfaction). A total of 343 physical education student teachers in Singapore completed a questionnaire upon completion of a…

Learning progressions (LPs) are considered to have great potential to improve pedagogical practices. However, even with LPs, teachers may still be unaware of the barriers that keep students from progressing; many are struggling with essential pedagogical strategies to support students' progression. This study thus proposed an educative LP (ELP), a…

Cognitive control (also referred to as executive functions) corresponds to a set of cognitive processes that support the goal-directed regulation of thoughts and actions. It plays a major role in complex activities and predicts later academic achievement. Importantly, while growing up, children are progressively transitioning from engaging…