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Kondrad, Robyn L.; Jaswal, Vikram K. – Cognitive Development, 2012
Errors differ in degree of seriousness. We asked whether preschoolers would use the magnitude of an informant's errors to decide if that informant would be a good source of information later. Four- and 5-year-olds observed two informants incorrectly label familiar objects, but one informant's errors were closer to the correct answer than the…
Descriptors: Semantics, Novels, Language Acquisition, Semiotics
Gola, Alice Ann Howard – Cognitive Development, 2012
An experimental study investigated the effect of the type of mental verb input (i.e., input with "think", "know", and "remember") on preschoolers' theory of mind development. Preschoolers (n = 72) heard 128 mental verb utterances presented in video format across four sessions over two weeks. The training conditions differed only in the way the…
Descriptors: Theory of Mind, Video Technology, Verbs, Preschool Children
Fletcher, Grace E.; Warneken, Felix; Tomasello, Michael – Cognitive Development, 2012
We compared the performance of 3- and 5-year-old children with that of chimpanzees in two tasks requiring collaboration via complementary roles. In both tasks, children and chimpanzees were able to coordinate two complementary roles with peers and solve the problem cooperatively. This is the first experimental demonstration of the coordination of…
Descriptors: Preschool Curriculum, Learning Activities, Cooperation, Cognitive Processes
Saylor, Megan M.; Sabbagh, Mark A.; Fortuna, Alexandra; Troseth, Georgene – Cognitive Development, 2009
In two studies, we investigated preschoolers' ability to use others' preferences to learn names for things. Two studies demonstrated that preschool children make smart use of others' preferences. In the first study, preschool children only used information about others' preferences when they were clearly linked to referential intentions. The…
Descriptors: Preschool Children, Cognitive Development, Learning Strategies, Intention
McCormack, Teresa; Hanley, Mary – Cognitive Development, 2011
Four- and five-year-olds completed two sets of tasks that involved reasoning about the temporal order in which events had occurred in the past or were to occur in the future. Four-year-olds succeeded on the tasks that involved reasoning about the order of past events but not those that involved reasoning about the order of future events, whereas…
Descriptors: Cognitive Development, Children, Preschool Children, Task Analysis
Goksun, Tilbe; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick – Cognitive Development, 2010
Upon witnessing a causal event, do children's gestures encode causal knowledge that (a) does not appear in their linguistic descriptions or (b) conveys the same information as their sentential expressions? The former use of gesture is considered supplementary; the latter is considered reinforcing. Sixty-four English-speaking children aged 2.5-5…
Descriptors: Sentence Structure, Nonverbal Communication, Preschool Children, Speech Communication
Guerrero, Silvia; Enesco, Ileana; Lago, Oliva; Rodriguez, Purificacion – Cognitive Development, 2010
Studies of the development of racial awareness have used--albeit asystematically--stimuli of varying degrees of realism (dolls, drawings, photographs). Although researchers have weighed the advantages and disadvantages of using one or the other type of material with young children, there are no empirical studies that determine whether the nature…
Descriptors: Cues, Racial Attitudes, Preschool Children, Foreign Countries
Metcalf, Jennifer L.; Atance, Cristina M. – Cognitive Development, 2011
Using a new paradigm for measuring children's saving behaviors involving two marble games differing in desirability, we assessed whether 3-, 4-, and 5-year-olds saved marbles for future use, saved increasingly on a second trial, saved increasingly with age, and were sensitive to the relative value of future rewards. We also assessed whether…
Descriptors: Theory of Mind, Models, Rewards, Cognitive Development
Sobel, David M.; Sommerville, Jessica A. – Cognitive Development, 2009
Shown commensurate actions and information by an adult, preschoolers' causal learning was influenced by the pedagogical context in which these actions occurred. Four-year-olds who were provided with a reason for an experimenter's action relevant to learning causal structure showed more accurate causal learning than children exposed to the same…
Descriptors: Preschool Children, Learning Processes, Cognitive Development, Child Development
Seston, Rebecca; Golinkoff, Roberta Michnick; Ma, Weiyi; Hirsh-Pasek, Kathy – Cognitive Development, 2009
Can 6- and 8-year-olds (and adults) comprehend common instrument verbs when extended to novel situations? Participants heard eight unusual extensions of common verbs and were asked to paraphrase the verbs' meanings. Half of the verbs used were "specified instrument" verbs that include the name of the instrument used to perform the action (e.g., a…
Descriptors: Verbs, Standardized Tests, Novels, Language Acquisition
Rakoczy, Hannes; Warneken, Felix; Tomasello, Michael – Cognitive Development, 2009
We investigated preschoolers' selective learning from models that had previously appeared to be reliable or unreliable. Replicating previous research, children from 4 years selectively learned novel words from reliable over unreliable speakers. Extending previous research, children also selectively learned other kinds of acts--novel games--from…
Descriptors: Social Cognition, Preschool Children, Credibility, Learning Processes
Mar, Raymond A.; Tackett, Jennifer L.; Moore, Chris – Cognitive Development, 2010
Exposure to different forms of narrative media may influence children's development of theory-of-mind. Because engagement with fictional narratives provides one with information about the social world, and possibly draws upon theory-of-mind processes during comprehension, exposure to storybooks, movies, and television may influence theory-of-mind…
Descriptors: Childrens Literature, Childrens Television, Cognitive Development, Cognitive Processes
Sobel, David M. – Cognitive Development, 2007
Two experiments investigated preschoolers' understanding of the relation between pretending and intentional action. In Experiment 1, both 3- and 4-year olds recognized that characters whose actions were intended as pretense were pretending. However, children also judged that characters whose actions gave them the appearance of an entity…
Descriptors: Preschool Children, Intention, Child Development, Cognitive Development
Bunch, Katie M.; Andrews, Glenda; Halford, Graeme S. – Cognitive Development, 2007
The children's gambling task (CGT [Kerr, A., & Zelazo, P. D. (2004). Development of "Hot" executive function: The children's gambling task. "Brain and Cognition," 55, 148-157]) involves integrating information about losses and gains to maximize winnings when selecting cards from two decks. Both cognitive complexity and control (CCC) theory and…
Descriptors: Cognitive Development, Achievement Gains, Epistemology, Difficulty Level
Halford, Graeme S.; Bunch, Katie; McCredden, J. E. – Cognitive Development, 2007
According to cognitive complexity and control (CCC) theory complexity depends on number of levels of a hierarchy of rules. According to relational complexity (RC) theory complexity is a function of the number of related variables in the task, and the most difficult tasks are those in which there is a constraint on decomposition into simpler…
Descriptors: Preschool Children, Epistemology, Young Children, Difficulty Level
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