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Ten Eycke, Kayla D.; Müller, Ulrich – Autism: The International Journal of Research and Practice, 2018
Little is known about the relation between cognitive processes and imagination and whether this relation differs between neurotypically developing children and children with autism. To address this issue, we administered a cognitive task battery and Karmiloff-Smith's drawing task, which requires children to draw imaginative people and houses. For…
Descriptors: Autism, Pervasive Developmental Disorders, Children, Executive Function
Swaminathan, Swathi; Schellenberg, E. Glenn; Venkatesan, Kirthika – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
We sought to clarify whether the positive association between music lessons and reading ability is explained better by shared resources for processing pitch and temporal information, or by general cognitive abilities. Participants were native and nonnative speakers of English with varying levels of music training. We measured reading ability…
Descriptors: Music Education, Correlation, Reading Ability, Cognitive Ability
Heggie, Lindsay; Wade-Woolley, Lesly – Reading Psychology, 2018
We examined the relationship between two metalinguistic tasks: prosodic awareness and punctuation ability. Specifically, we investigated whether adults' ability to punctuate was related to the degree to which they are aware of and able to manipulate prosody in spoken language. English-speaking adult readers (n = 115) were administered a receptive…
Descriptors: Intonation, Suprasegmentals, Punctuation, Metalinguistics
Al Dahhan, Noor Z.; Kirby, John R.; Brien, Donald C.; Munoz, Douglas P. – Journal of Learning Disabilities, 2017
Naming speed (NS) refers to how quickly and accurately participants name a set of familiar stimuli (e.g., letters). NS is an established predictor of reading ability, but controversy remains over why it is related to reading. We used three techniques (stimulus manipulations to emphasize phonological and/or visual aspects, decomposition of NS times…
Descriptors: Dyslexia, Comparative Analysis, Eye Movements, Visual Stimuli
Jambon, Marc; Madigan, Sheri; Plamondon, André; Jenkins, Jennifer – Developmental Psychology, 2019
Research has documented various family and individual risk factors associated with severe conduct problems, but little is known about the developmental origins of children who engage in both aggressive and prosocial interactions with others. The present study utilized growth-mixture modeling to identify distinct trajectories of physical aggression…
Descriptors: Foreign Countries, Preschool Children, Aggression, Prosocial Behavior
Ouellette, Gene; Sénéchal, Monique – Developmental Psychology, 2017
In this study we evaluated whether the sophistication of children's invented spellings in kindergarten was predictive of subsequent reading and spelling in Grade 1, while also considering the influence of well-known precursors. Children in their first year of schooling (mean age = 66 months; N = 171) were assessed on measures of oral vocabulary,…
Descriptors: Invented Spelling, Kindergarten, Predictor Variables, Reading Ability
Peskin, Joan; Comay, Julie; Chen, Xi; Prusky, Carly – Journal of Cognition and Development, 2016
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),…
Descriptors: Longitudinal Studies, Theory of Mind, Predictor Variables, Grade 1
Vera-Estay, E.; Dooley, J. J.; Beauchamp, M. H. – Journal of Moral Education, 2015
Adolescence is a developmental period characterized by intense changes, which impact the interaction between individuals and their environments. Moral reasoning (MR) is an important skill during adolescence because it guides social decisions between right and wrong. Identifying the cognitive underpinnings of MR is essential to understanding the…
Descriptors: Moral Values, Moral Development, Developmental Stages, Adolescents
Inoue, Tomohiro; Georgiou, George K.; Parrila, Rauno; Kirby, John R. – Scientific Studies of Reading, 2018
We examined the developmental relationships between home literacy environment (parent teaching, shared book reading) and emergent literacy skills (phonological awareness, letter knowledge, vocabulary, rapid naming speed) in kindergarten, reading accuracy and fluency in Grade 1, and reading comprehension in Grades 2 and 3 in a sample of Canadian…
Descriptors: Family Environment, Emergent Literacy, Reading Skills, Reading Fluency
Wellisch, Mimi; Brown, Jac – Journal of Advanced Academics, 2012
Gifted children who do not achieve often have problems with motivation and socioemotional adjustment and may also have learning disabilities. This article examines factors such as attachment difficulties and maternal depression as these may contribute to underachievement. The article reviews past and current practices of gifted identification and…
Descriptors: Gifted, Underachievement, Gifted Disadvantaged, Gifted Disabled