The abstract concept of time is conceptualized as moving linearly across space, known as the mental timeline (MTL). The direction of our MTL is consistent with reading direction. English speakers, who read left to right, think of past on the left and future on the right; the reverse is true of Hebrew speakers, who read right to left. However, it…

It has been debated whether the progressive emergence of theory of mind (ToM) in autistic children is compatible with a "delayed" or "different" development model, and whether and how the sequential consolidation of ToM concepts is subject to cross-cultural variations in autistic and typically developing (TD) children. To study…

Data from a longitudinal investigation were used to examine the effects of mothers' and teachers' language on children's developing mathematical competencies during the kindergarten year. Specifically, 1) mothers' use of metamemory talk, or references to the process of remembering, and 2) teachers' use of "cognitive processing language"…

A critical skill in emergent writing is the developing ability to take the perspective of different readers; however, the precursors of this skill have not yet been identified. In this longitudinal study, 105 children (90 after attrition) were tested at 3 time points: pre-kindergarten (3-4 years old, n = 105), kindergarten (5 years old, n = 97),…

The relations among children's theory of mind (ToM), their understanding of the intentionality of teaching, and their own peer teaching strategies were tested. Seventy-five 3-, 4-, and 5-year-olds completed 11 ToM and understanding-of-teaching tasks. Subsequently, 30 of the children were randomly chosen to teach a peer how to play a board game,…

The purpose of the present study was to explore children's understanding of external symbols by examining the relationship between children's production and comprehension of graphic notations and verbal messages. Fifty-six children between the ages of 5 and 7 years were asked to produce both notations and a spoken message relaying to their…

As children develop, they process information more rapidly. The primary aim of this study was to determine whether processing speed in the language domain develops at the same rate as global processing speed. A second aim was to determine the stability of processing speed throughout childhood and adolescence. Children (N = 116) were tested on 10…

Age-related changes in the use of verbal processes for the efficient switching between tasks were investigated in 5-year-old children (N = 32, M age = 5.9 years) and 9-year-old children (N = 32, M age = 9.4 years). Task switching was assessed by means of a cued switching paradigm to examine two switching components: (a) to maintain and select and…