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Reut Shachnai; Mika Asaba; Lingyan Hu; Julia A. Leonard – Child Development, 2025
Overparenting--taking over and completing developmentally appropriate tasks for children--is pervasive and hurts children's motivation. Can overparenting in early childhood be reduced by simply framing tasks as learning opportunities? In Study 1 (N = 77; 62% female; 74% White; collected 4/2022), US parents of 4-to-5-year-olds reported taking over…
Descriptors: Parenting Styles, Parent Child Relationship, Preschool Children, Developmentally Appropriate Practices
Cuevas, Kimberly; Bell, Martha Ann – Child Development, 2014
Individual differences in infant attention are theorized to reflect the speed of information processing and are related to later cognitive abilities (i.e., memory, language, and intelligence). This study provides the first systematic longitudinal analysis of infant attention and early childhood executive function (EF; e.g., working memory,…
Descriptors: Executive Function, Early Childhood Education, Attention, Infants
Orbach, Yael; Lamb, Michael E. – Child Development, 2007
Developmental differences in references to temporal attributes of allegedly experienced events were examined in 250 forensic interviews of 4- to 10-year-old alleged victims of sexual abuse. Children's ages, the specific temporal attributes referenced, and the types of memory tapped by the interviewers' questions significantly affected the quantity…
Descriptors: Persuasive Discourse, Recognition (Psychology), Sexual Abuse, Interviews

Holliday, Robyn E. – Child Development, 2003
Two experiments examined effects of a cognitive interview on 4- and 8-year-olds' correct recall and subsequent reporting of misinformation. Found that a cognitive interview elicited more correct details than a control interview. Eight-year-olds' reports were more complete than 4-year-olds', with more correct person, action, object, and location…
Descriptors: Age Differences, Children, Cross Sectional Studies, Developmentally Appropriate Practices