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Direct linkMackenzie S. Swirbul; Megan Shahnooshi; Rachel Ho; Catherine S. Tamis-LeMonda – Journal of Cognition and Development, 2024
Infants begin to produce abstract "math" words -- such as numbers (e.g., "two"), spatial terms (e.g., "down"), and magnitude words (e.g., "more") -- during their second postnatal year. Math words, as all words, are likely learned in the home setting during interactions with caregivers. However, everyday…
Descriptors: Infants, Mothers, Parent Child Relationship, Language Usage
Eylül Turan; Bert De Smedt – Journal of Cognition and Development, 2024
A growing body of research suggests that children's understanding of mathematical language is critical for their mathematical abilities. Most of this work has been restricted to single language learners (i.e., SLLs), and used dual language learners (i.e., DLLs) as an exclusion criterion, raising questions about the generalizability of these…
Descriptors: Mathematics Instruction, Language Usage, Mathematics Achievement, Foreign Countries
Paulina Aravena-Bravo; Alejandrina Cristia; Rowena Garcia; Hiromasa Kotera; Ramona Kunene Nicolas; Ronel Laranjo; Bolanle Elizabeth Arokoyo; Silvia Benavides-Varela; Titia Benders; Natalie Boll-Avetisyan; Margaret Cychosz; Rodrigo Dal Ben; Yatma Diop; Catalina Durán-Urzúa; Naomi Havron; Marie Manalili; Bhuvana Narasimhan; Paul Okyere Omane; Caroline Rowland; Leticia Schiavon Kolberg; Andrew Sentoogo Ssemata; Suzy J. Styles; Belén Troncoso-Acosta; Fei Ting Woon – Journal of Cognition and Development, 2024
With a long-term aim of empowering researchers everywhere to contribute to work on language development, we organized the First Truly Global /L+/ International Summer/Winter School on Language Acquisition, a free 5-day virtual school for early career researchers. In this paper, we describe the school, our experience organizing it, and lessons…
Descriptors: Language Research, Language Acquisition, Virtual Schools, Educational Researchers
Marion Gardier; Christina Léonard; Marie Geurten – Journal of Cognition and Development, 2024
Recent research has highlighted the critical role in children's cognitive development of the metacognitive support parents give their children during everyday interactions. Our main goal was to examine whether parents made consistent use of metacognitive talk across different parent - child interaction contexts and to document the effect of this…
Descriptors: Foreign Countries, Parent Child Relationship, Preschool Children, Metacognition
Amanda Mankovich; Sadie MacDonald; Brianna Kinnie; Sara C. Johnson; Sumarga H. Suanda – Journal of Cognition and Development, 2025
Picture book reading is widely regarded as an activity that promotes multiple aspects of children's language acquisition, including their vocabulary development. Historically, researchers interested in what underlies the link between picture book reading and vocabulary development have investigated a suite of caregiver behaviors during picture…
Descriptors: Foreign Countries, Young Adults, Picture Books, Illustrations
Jasmine M. DeJesus; Maureen A. Callanan; Valerie A. Umscheid; Susan A. Gelman – Journal of Cognition and Development, 2024
As in other subfields of psychology, developmental science faces a long-standing problem of limited diversity in research participants. This issue especially raises concerns when researchers make unwarranted broad claims about their results, such as using generic language that implies that a finding is unvarying and applies across participants and…
Descriptors: Cognitive Development, Psychology, Language Usage, Periodicals
Bartug Çelik; Nice Ergut; Jedediah W.P. Allen – Journal of Cognition and Development, 2024
Previous research has shown that linguistic cues such as mental and modal verbs can influence young children's judgments about the reliability of informants. Further, certain languages include grammatical morphemes (i.e. evidential markers), which clarify the source of information coming from testimony (e.g., Bulgarian, Japanese, Turkish).…
Descriptors: Trust (Psychology), Theory of Mind, Elementary School Students, Turkish
Urban-Rural Differences in Early Arithmetic Performance Are Accounted for by Phonological Processing
Wei Wei; Junyi Dai; Chuansheng Chen; Yingge Huang; Xinlin Zhou – Journal of Cognition and Development, 2024
Urban and rural children have different levels of performance in arithmetic processing. This study investigated whether such a residence difference can be explained by phonological processing. A total of 1,501 Chinese primary school students from urban and rural areas were recruited to complete nine cognitive tasks: two in arithmetic performance…
Descriptors: Rural Urban Differences, Arithmetic, Phonology, Language Processing
