Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 1 |
Since 2016 (last 10 years) | 5 |
Since 2006 (last 20 years) | 19 |
Descriptor
Cognitive Development | 75 |
Generalization | 71 |
Concept Formation | 25 |
Classification | 23 |
Cognitive Processes | 19 |
Age Differences | 15 |
Preschool Children | 14 |
Child Development | 13 |
Young Children | 12 |
Elementary Secondary Education | 11 |
Models | 11 |
More ▼ |
Source
Author
Publication Type
Reports - Research | 75 |
Journal Articles | 49 |
Speeches/Meeting Papers | 8 |
Information Analyses | 2 |
Education Level
Early Childhood Education | 1 |
Elementary Education | 1 |
Postsecondary Education | 1 |
Preschool Education | 1 |
Secondary Education | 1 |
Audience
Researchers | 6 |
Practitioners | 1 |
Teachers | 1 |
Location
Australia | 2 |
Israel | 2 |
California (Berkeley) | 1 |
Canada | 1 |
China | 1 |
Ethiopia | 1 |
Greece | 1 |
Netherlands | 1 |
Tanzania | 1 |
Turkey | 1 |
United Kingdom (Scotland) | 1 |
More ▼ |
Laws, Policies, & Programs
Assessments and Surveys
Bayley Scales of Infant… | 1 |
Child Behavior Checklist | 1 |
Reynell Developmental… | 1 |
Test for Auditory… | 1 |
Wechsler Intelligence Scale… | 1 |
Wechsler Preschool and… | 1 |
What Works Clearinghouse Rating
Goddu, Mariel K.; Gopnik, Alison – Developmental Psychology, 2020
Novel causal systems pose a problem of variable choice: How can a reasoner decide which variable is causally relevant? Which variable in the system should a learner manipulate to try to produce a desired, yet unfamiliar, casual outcome? In much causal reasoning research, participants learn how a particular set of preselected variables produce a…
Descriptors: Young Children, Causal Models, Logical Thinking, Inferences
Dang, Xixi; Yang, Chunliang; Che, Mengying; Chen, Yinghe; Yu, Xiao – European Journal of Developmental Psychology, 2022
Testing of previously studied information potentiates subsequent learning of new information, a phenomenon referred to as the "forward testing effect" (FTE). The current study aimed to investigate the developmental trajectory of the FTE and whether the reset-of-encoding process contributes to the FTE. Younger children, older children,…
Descriptors: Child Development, Developmental Stages, Cognitive Development, Adults
Loucks, Jeff; Price, Heather L. – Developmental Psychology, 2019
Executing actions in a specific order is a critical component of many action sequences that children must acquire, the majority of which are learned through observation and imitation of others. Although a wealth of evidence indicates that children can process and represent temporal order in memory, relatively little is known about the development…
Descriptors: Memory, Cognitive Processes, Young Children, Imitation
Sim, Zi L.; Xu, Fei – Developmental Psychology, 2017
Constructivist views of cognitive development often converge on 2 key points: (1) the child's goal is to build large conceptual structures for understanding the world, and (2) the child plays an active role in developing these structures. While previous research has demonstrated that young children show a precocious capacity for concept and theory…
Descriptors: Generalization, Play, Preschool Children, Toddlers
Walker, Caren M.; Gopnik, Alison; Ganea, Patricia A. – Child Development, 2015
Fiction presents a unique challenge to the developing child, in that children must learn when to generalize information from stories to the real world. This study examines how children acquire causal knowledge from storybooks, and whether children are sensitive to how closely the fictional world resembles reality. Preschoolers (N = 108) listened…
Descriptors: Child Development, Generalization, Fiction, Attribution Theory
Rakison, David H.; Krogh, Lauren – Developmental Science, 2012
Previous research has established that infants are unable to perceive causality until 6 1/4 months of age. The current experiments examined whether infants' ability to engage in causal action could facilitate causal perception prior to this age. In Experiment 1, 4 1/2-month-olds were randomly assigned to engage in causal action experience via…
Descriptors: Infants, Perception, Habituation, Generalization
Hua, Youjia; Woods-Groves, Suzanne; Kaldenberg, Erica R.; Lucas, Kristin G.; Therrien, William J. – Education and Training in Autism and Developmental Disabilities, 2015
The purpose of the study was to investigate the effectiveness of teaching a three-step cognitive strategy (TIP) using the schema broadening procedures on functional mathematical problem solving skills of young adults with intellectual disability (ID). We randomly assigned 14 learners with ID to the control and experimental group before the…
Descriptors: Instructional Effectiveness, Mathematics Instruction, Problem Solving, Mental Retardation
Nguyen, Simone P.; Gelman, A. – Cognitive Development, 2012
Four studies examined the role of generic language in facilitating 4- and 5-year-old children's ability to cross-classify. Participants were asked to classify an item into a familiar (taxonomic or script) category, then cross-classify it into a novel (script or taxonomic) category with the help of a clue expressed in either generic or specific…
Descriptors: Classification, Generalization, Children, Experiments
Au, Angel; Mountjoy, Toby; Leaf, Justin B.; Leaf, Ronald; Taubman, Mitchell; McEachin, John; Tsuji, Kathleen – Journal of Intellectual & Developmental Disability, 2016
Background: Children with autism spectrum disorder have impairments in social behaviours that require systematic intervention. The purpose of this study was to evaluate the cool versus not cool procedure implemented in a small group (dyad). Method: The cool versus not cool procedure consisted of the researcher demonstrating the targeted behaviour…
Descriptors: Children, Autism, Pervasive Developmental Disorders, Behavior Modification
Guajardo, Nicole R.; Petersen, Rachel; Marshall, Timothy R. – Journal of Genetic Psychology, 2013
The authors examined effects of feedback and explanation on false belief performance. Thirty-three children (42-54 months; 15 girls, 18 boys) were randomly assigned to four treatment conditions: explanation, feedback, feedback researcher explains, and feedback child explains. Children completed false belief tasks during pretraining, 8 training…
Descriptors: Role, Feedback (Response), Training, Cognitive Development
Walker, Caren M.; Walker, Lisa B.; Ganea, Patricia A. – Developmental Psychology, 2013
Extensive exposure to representational media is common for infants in Western culture, and previous research has shown that soon after their 1st birthday, infants can acquire and extend new information from pictures to real objects. Here we explore the extent to which lack of exposure to pictures during infancy affects children's learning from…
Descriptors: Learning Processes, Transfer of Training, Foreign Countries, Infants
Kourmoulaki, Athina – Emotional & Behavioural Difficulties, 2013
Nurture groups (NGs) are increasingly being established in Scottish secondary schools yet research in this context is limited. The current study explores the purpose, features and value of two NGs in a Scottish secondary school through interviewing current and former NG members, parents/carers, NG staff and other school staff. A thematic analysis…
Descriptors: Foreign Countries, Interviews, Friendship, Interpersonal Competence
Albert, Dietrich; Kickmeier-Rust, Michael D.; Matsuda, Fumiko – Developmental Review, 2008
The developmental course in the distance-speed-time domain is still a matter of debate. Traditional stage models are contested by theories of continuous development and adaptive thinking. In the present work, we introduce a formal framework for modelling the developmental course in this domain, grounding on Competence-based Knowledge Space Theory.…
Descriptors: Cognitive Development, Competence, Performance, Models
Fawcett, Christine A.; Markson, Lori – Developmental Psychology, 2010
Two-year-old children's reasoning about the relation between their own and others' preferences was investigated across two studies. In Experiment 1, children first observed 2 actors display their individual preferences for various toys. Children were then asked to make inferences about new, visually inaccessible toys and books that were described…
Descriptors: Toys, Inferences, Young Children, Thinking Skills
Samuelson, Larissa K.; Schutte, Anne R.; Horst, Jessica S. – Cognition, 2009
This paper examines the tie between knowledge and behavior in a noun generalization context. An experiment directly comparing noun generalizations of children at the same point in development in forced-choice and yes/no tasks reveals task-specific differences in the way children's knowledge of nominal categories is brought to bear in a moment. To…
Descriptors: Nouns, Generalization, Experiments, Simulation