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Frédéric Thériault-Couture; Célia Matte-Gagné; Annie Bernier – Developmental Science, 2025
Executive functions (EFs) emerge in the first years of life and are essential for many areas of child development. However, intraindividual developmental trajectories of EF during toddlerhood and their associations with ongoing development of language skills remain poorly understood. The present three-wave study examined these trajectories and…
Descriptors: Executive Function, Toddlers, Child Development, Language Acquisition
McGuckian, Thomas B.; Wilson, Peter H.; Johnston, Rich D.; Rahimi-Golkhandan, Shahin; Piek, Jan; Green, Dido; Rogers, Jeffrey M.; Maruff, Paul; Steenbergen, Bert; Ruddock, Scott – Child Development, 2023
This longitudinal study modeled children's complex executive function (EF) development using the Groton Maze Learning Task (GMLT). Using a cohort-sequential design, 147 children (61 males, 5.5-11 years) were recruited from six multicultural primary schools in Melbourne and Perth, Australia. Race/ethnicity data were not available. Children were…
Descriptors: Child Development, Cognitive Development, Executive Function, Elementary School Students
Tingting Xie; Huan Ma; Lijuan Wang; Yanfei Du – Journal of Autism and Developmental Disorders, 2024
This study explored the impacts of enactment and motor imagery on working memory for instructions in children with autism spectrum disorder (ASD), children with intellectual disability (ID) and typically developing (TD) children. The participants were asked to hear (hearing condition), imagine enacting (motor imagery condition) and actually enact…
Descriptors: Psychomotor Skills, Imagery, Short Term Memory, Autism Spectrum Disorders
Anquillare, Elizabeth; Selmeczy, Diana – Developmental Psychology, 2023
The ability to prioritize remembering explicitly valuable information is termed value-based remembering. Critically, the processes and contexts that support the development of value-based remembering are largely unknown. The present study examined the effects of feedback and metacognitive differences on value-based remembering in predominantly…
Descriptors: Children, Adolescents, Value Judgment, Memory
S. Bahar Sener; Ariel Starr – Journal of Cognition and Development, 2025
Although we cannot see or touch time, across many cultures, we use spatial representations to think about this abstract concept. Spatial representations of time are thought to support temporal concepts that might otherwise be difficult to represent and reason about, such as the temporal component of episodic memory. One common form of spatially…
Descriptors: Memory, Cultural Pluralism, Spatial Ability, Time
Jierong Zhu – Education and Information Technologies, 2024
Music contributes to the expansion of the outlook, memory training, and the development of children's creative abilities. The main objective of the work is to determine the effectiveness of music education for preschool children through the use of modern technologies aimed at the development of the memory of students, taking into account the…
Descriptors: Educational Technology, Child Development, Preschool Children, Memory
Debbie Sonu – Teacher Education Quarterly, 2023
This study analyzes a set of drawings of childhood memories and brief accompanying narratives created by 16 preservice student teachers enrolled in a teacher education program in the United States and focuses primarily on the forms, metaphors, and symbolic representations that beginning teachers use to represent the time of childhood. As argued, a…
Descriptors: Preservice Teachers, Freehand Drawing, Children, Early Experience
Ahmed, Sammy F.; Ellis, Alexa; Ward, Kaitlin P.; Chaku, Natasha; Davis-Kean, Pamela E. – Developmental Psychology, 2022
We leveraged nationally representative data from the Panel study of Income Dynamics-Child Development Supplement (N = 3,562) and the Early Childhood Longitudinal study (N = 18,174), to chart the development of working memory, indexed via verbal forward and backward digit span task performance, from 3 to 19 years of age. Results revealed nonlinear…
Descriptors: Short Term Memory, Longitudinal Studies, Children, Adolescents
Sarah Leckey; Shefali Bhagath; Elliott G. Johnson; Simona Ghetti – Child Development, 2024
Memory decision-making in 26- to 32-month-olds was investigated using visual-paired comparison paradigms, requiring toddlers to select familiar stimuli (Active condition) or view familiar and novel stimuli (Passive condition). In Experiment 1 (N = 108, 54.6% female, 62% White; replication N = 98), toddlers with higher accuracy in the Active…
Descriptors: Toddlers, Child Development, Memory, Decision Making
Marion Gardier; Marie Geurten – Developmental Psychology, 2024
Recently, several studies have suggested that metacognition emerges early in infancy and toddlerhood. However, to date, the developmental trajectory of these early metacognitive monitoring and control processes and their influence on children's later memory functioning remains poorly understood. The aim of this study was to longitudinally document…
Descriptors: Child Development, Metacognition, Toddlers, Young Children
Kibbe, Melissa M.; Applin, Jessica B. – Child Development, 2022
Two experiments examined the development of the ability to encode, maintain, and update integrated representations of occluded objects' locations and featural identities in working memory across toddlerhood. Sixty-eight 28- to 40-month-old US toddlers (13 Asian or Pacific Islander, 6 Black, 48 White, 1 multiracial; 40 girls; tested between…
Descriptors: Toddlers, Short Term Memory, Visual Perception, Child Development
Fandakova, Yana; Gruber, Matthias J. – Developmental Science, 2021
Curiosity -- broadly defined as the desire to acquire new information -- enhances learning and memory in adults. In addition, interest in the information (i.e., when the information is processed) can also facilitate later memory. To date, it is not known how states of pre-information curiosity and post-information interest enhance memory in…
Descriptors: Personality Traits, Interests, Learning Processes, Memory
Jacqueline Páez-Herrera; Juan Hurtado-Almonacid; Julio B. Mello; Catalina Sobarzo; Paula Plaza-Arancibia; Juliana Kain-Berkovic; Barbara Leyton; Johana Soto-Sánchez; Verónica Leiva-Guerrero; Albert Batalla-Flores – Journal of Teaching in Physical Education, 2024
Purpose: Our objective is to describe the moderating effect of the level of gross motor development on the relationship between physical activity (PA) level and visual perception/memory in girls. Methods: This is a quantitative cross-sectional study with a randomized sample of 85 girls (mean age 7.11±0.74) from Chile. The following models were…
Descriptors: Motor Development, Physical Activity Level, Visual Perception, Memory
Adrienne Thorne; Karen Stagnitti; Judi Parson – American Journal of Play, 2024
The authors compare pretend play and executive function both in preschool children with an acquired brain injury and in neurotypical preschool children. They find the ability to produce logical, sequenced pretend play actions and object substitutions in play correlates strongly with executive function ability in both groups, and working memory…
Descriptors: Preschool Children, Executive Function, Play, Brain
Sohyun An Kim – Autism: The International Journal of Research and Practice, 2025
Working memory functions as an underlying force for school readiness, yet many autistic children have difficulties with it. Similarly, autistic children tend to start kindergarten with less school readiness compared with their peers. In addition, children from lower socioeconomic status (SES) backgrounds face additional barriers in working memory…
Descriptors: Short Term Memory, Autism Spectrum Disorders, Children, Preschool Education