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Michel, Eva – Developmental Medicine & Child Neurology, 2012
Since Piaget, the view that motor and cognitive development are interrelated has gained wide acceptance. However, empirical research on this issue is still rare. Few studies show a correlation of performance in cognitive and motor tasks in typically developing children. More specifically, Diamond A. (2000) hypothesizes an involvement of executive…
Descriptors: Inhibition, Attention Deficit Hyperactivity Disorder, Symptoms (Individual Disorders), Cognitive Development
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de Ribaupierre, Anik; Bailleux, Christine – Journal of Experimental Child Psychology, 2000
Summarizes similarities and differences between the working memory models of Pascual-Leone and Baddeley. Debates whether each model makes a specific contribution to explanation of Kemps, De Rammelaere, and Desmet's results. Argues for necessity of theoretical task analyses. Compares a study similar to that of Kemps et al. in which different…
Descriptors: Age Differences, Children, Cognitive Development, Comparative Analysis
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Miller, Patricia H. – Journal of Cognition and Development, 2006
The Kuhn and Pease (p. 279, this issue) article advances the fields of cognitive development and learning by integrating work on executive functions, metacognition, and scientific reasoning. The article also expands developmental work to older children and adults, to personal beliefs, and to social information, and reinvigorates the construct of…
Descriptors: Metacognition, Cognitive Development, Thinking Skills, Brain Hemisphere Functions
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Hitch, Graham J.; de Ribaupierre, Anik – International Journal of Behavioral Development, 1994
Introduces the common theme among the papers presented in this issue, the development of working memory. Underlines the two different approaches presented. The neo-Piagetian perspective attempts to capitalize on the insights of Piaget's work by proposing information-processing accounts of cognitive development. The second perspective stems from…
Descriptors: Cognitive Development, Cognitive Processes, Cognitive Psychology, Developmental Stages
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de Ribaupierre, Anik; Bailleux, Christine – International Journal of Behavioral Development, 1994
Attempts the theoretical rapprochement of two theoretical constructs on working memory, neo-Piagetian models and Baddeley's model. Summarizes both types of models, then discusses their similarities and differences. Presents the results of a longitudinal study that supported the idea that these models might be complementary rather than…
Descriptors: Attention Span, Children, Cognitive Development, Cognitive Processes
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Kemps, Eva; De Rammelaere, Stijn; Desmet, Timothy – Journal of Experimental Child Psychology, 2000
Assessed 5-, 6-, 8- and 9-year-olds on two working memory tasks to explore the complementarity of working memory models postulated by Pascual-Leone and Baddeley. Pascual-Leone's theory offered a clear explanation of the results concerning central aspects of working memory. Baddeley's model provided a convincing account of findings regarding the…
Descriptors: Age Differences, Child Development, Children, Cognitive Development
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Dowens, Margaret Gillon; Carreiras, Manuel – Applied Psycholinguistics, 2006
Clahsen and Felser (CF) analyze the performance of monolingual children and adult second language (L2) learners in off-line and on-line tasks and compare their performance with that of adult monolinguals. They conclude that child first language (L1) processing is basically the same as adult L1 processing (the contiguity assumption), with…
Descriptors: Sentences, Short Term Memory, Monolingualism, Native Speakers
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Pascual-Leone, Juan; Baillargeon, Raymond – International Journal of Behavioral Development, 1994
Examines subjects' processing in misleading test items. Suggests that the M-power for children, when assessed behaviorally, may increase with age in a discrete manner, and have the potential to generate interval scales of measurement. In addition, suggests that, in light of the results, what statisticians often consider "error of…
Descriptors: Age Differences, Attention, Children, Cognitive Development