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Mendoza, Jennifer K.; Fausey, Caitlin M. – Cognitive Science, 2022
Experience-dependent change pervades early human development. Though trajectories of developmental change have been well charted in many domains, the episode-to-episode schedules of experiences on which they are hypothesized to depend have not. Here, we took up this issue in a domain known to be governed in part by early experiences: music. Using…
Descriptors: Music, Infants, Child Development, Environment
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Alice Hein; Klaus Diepold – Cognitive Science, 2024
Early number skills represent critical milestones in children's cognitive development and are shaped over years of interacting with quantities and numerals in various contexts. Several connectionist computational models have attempted to emulate how certain number concepts may be learned, represented, and processed in the brain. However, these…
Descriptors: Numeracy, Child Development, Cognitive Ability, Video Technology
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Portelance, Eva; Duan, Yuguang; Frank, Michael C.; Lupyan, Gary – Cognitive Science, 2023
What makes a word easy to learn? Early-learned words are frequent and tend to name concrete referents. But words typically do not occur in isolation. Some words are predictable from their contexts; others are less so. Here, we investigate whether predictability relates to when children start producing different words (age of acquisition; AoA). We…
Descriptors: Prediction, Vocabulary Development, Word Frequency, Child Development
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Lydia Paulin Schidelko; Hannes Rakoczy – Cognitive Science, 2025
The standard view on Theory of Mind (ToM) is that the mastery of the false belief (FB) task around age 4 marks the ontogenetic emergence of full-fledged meta-representational ToM. Recently, a puzzling finding has emerged: Once children master the FB task, they begin to fail true belief (TB) control tasks. This finding threatens the validity of FB…
Descriptors: Childrens Attitudes, Theory of Mind, Beliefs, Young Children
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Trott, Sean; Jones, Cameron; Chang, Tyler; Michaelov, James; Bergen, Benjamin – Cognitive Science, 2023
Humans can attribute beliefs to others. However, it is unknown to what extent this ability results from an innate biological endowment or from experience accrued through child development, particularly exposure to language describing others' mental states. We test the viability of the language exposure hypothesis by assessing whether models…
Descriptors: Models, Language Processing, Beliefs, Child Development
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Wang, Wentao; Vong, Wai Keen; Kim, Najoung; Lake, Brenden M. – Cognitive Science, 2023
Neural network models have recently made striking progress in natural language processing, but they are typically trained on orders of magnitude more language input than children receive. What can these neural networks, which are primarily distributional learners, learn from a naturalistic subset of a single child's experience? We examine this…
Descriptors: Brain Hemisphere Functions, Linguistic Input, Longitudinal Studies, Self Concept
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Brandt, Silke; Hargreaves, Stephanie; Theakston, Anna – Cognitive Science, 2023
A key factor that affects whether and at what age children can demonstrate an understanding of false belief and complement-clause constructions is the type of task used (whether it is implicit/indirect or explicit/direct). In the current study, we investigate, in an implicit/indirect way, whether children understand that a story character's belief…
Descriptors: Beliefs, Phrase Structure, Cognitive Ability, Child Development