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Cristia, Alejandrina; Dupoux, Emmanuel; Gurven, Michael; Stieglitz, Jonathan – Child Development, 2019
This article provides an estimation of how frequently, and from whom, children aged 0-11 years (Ns between 9 and 24) receive one-on-one verbal input among Tsimane forager-horticulturalists of lowland Bolivia. Analyses of systematic daytime behavioral observations reveal < 1 min per daylight hour is spent talking to children younger than 4 years…
Descriptors: Foreign Countries, Children, Verbal Communication, Indigenous Populations
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Casillas, Marisa; Brown, Penelope; Levinson, Stephen C. – Child Development, 2020
Daylong at-home audio recordings from 10 Tseltal Mayan children (0;2-3;0; Southern Mexico) were analyzed for how often children engaged in verbal interaction with others and whether their speech environment changed with age, time of day, household size, and number of speakers present. Children were infrequently directly spoken to, with most…
Descriptors: Foreign Countries, Verbal Communication, Interaction, Speech Communication
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Wetzel, Nicole; Scharf, Florian; Widmann, Andreas – Child Development, 2019
Attention control abilities are relevant for learning success. Little is known about the development of audio-visual attention in early childhood. Four groups of children between the ages of 4 and 10 years and adults performed an audio-visual distraction paradigm (N = 106). Multilevel analyses revealed increased reaction times in a visual…
Descriptors: Attention Control, Auditory Stimuli, Visual Stimuli, Task Analysis
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Chevalier, Nicolas – Child Development, 2018
Cognitive effort is costly and this cost likely influences the activities in which children engage. Yet, little is known about how school-age children perceive cognitive effort. The subjective value of cognitive effort, that is, how valuable or costly effort is perceived, was investigated in seventy-three 7- to 12-year-olds using an effort…
Descriptors: Child Development, Children, Difficulty Level, Learner Engagement
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Torppa, Minna; Niemi, Pekka; Vasalampi, Kati; Lerkkanen, Marja-Kristiina; Tolvanen, Asko; Poikkeus, Anna-Maija – Child Development, 2020
This study examines associations between leisure reading and reading skills in data of 2,525 students followed from age 7 to 16. As a step further from traditional cross-lagged analysis, a random intercept cross-lagged panel model was used to identify within-person associations of leisure reading (books, magazines, newspapers, and digital…
Descriptors: Leisure Time, Recreational Reading, Reading Skills, Correlation
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Lewkowicz, David J.; Flom, Ross – Child Development, 2014
Binding is key in multisensory perception. This study investigated the audio-visual (A-V) temporal binding window in 4-, 5-, and 6-year-old children (total N = 120). Children watched a person uttering a syllable whose auditory and visual components were either temporally synchronized or desynchronized by 366, 500, or 666 ms. They were asked…
Descriptors: Auditory Perception, Visual Perception, Time, Child Development
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Pathman, Thanujeni; Ghetti, Simona – Child Development, 2014
Temporal memory in 7-year-olds, 10-year-olds, and young adults (N = 78) was examined introducing a novel eye-movement paradigm. Participants learned object sequences and were tested under three conditions: temporal order, temporal context, and recognition. Age-related improvements in accuracy were found across conditions; accuracy in the temporal…
Descriptors: Time, Memory, Children, Young Adults
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Fritzley, V. Heather; Lindsay, Rod C. L.; Lee, Kang – Child Development, 2013
Two experiments investigated response tendencies of preschoolers toward yes-no questions about actions. Two hundred 2- to 5-year-old children were asked questions concerning actions commonly associated with particular objects (e.g., drinking from a cup) and actions not commonly associated with particular objects (e.g., kicking a toothbrush). The…
Descriptors: Foreign Countries, Preschool Children, Experiments, Comparative Analysis
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Cohen-Gilbert, Julia E.; Thomas, Kathleen M. – Child Development, 2013
This study investigated the changing relation between emotion and inhibitory control during adolescence. One hundred participants between 11 and 25 years of age performed a go-nogo task in which task-relevant stimuli (letters) were presented at the center of large task-irrelevant images depicting negative, positive, or neutral scenes selected from…
Descriptors: Inhibition, Psychological Patterns, Adolescents, Young Adults
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Lahat, Ayelet; Helwig, Charles C.; Zelazo, Philip David – Child Development, 2013
The neurocognitive development of moral and conventional judgments was examined. Event-related potentials were recorded while 24 adolescents (13 years) and 30 young adults (20 years) read scenarios with 1 of 3 endings: moral violations, conventional violations, or neutral acts. Participants judged whether the act was acceptable or unacceptable…
Descriptors: Value Judgment, Moral Values, Brain, Cognitive Measurement
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Ratcliff, Roger; Love, Jessica; Thompson, Clarissa A.; Opfer, John E. – Child Development, 2012
Children (n = 130; M[subscript age] = 8.51-15.68 years) and college-aged adults (n = 72; M[subscript age] = 20.50 years) completed numerosity discrimination and lexical decision tasks. Children produced longer response times (RTs) than adults. R. Ratcliff's (1978) diffusion model, which divides processing into components (e.g., quality of…
Descriptors: Children, Young Adults, Older Adults, Reaction Time
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Lecce, Serena; Zocchi, Silvia; Pagnin, Adriano; Palladino, Paola; Taumoepeau, Mele – Child Development, 2010
The relation between children's mental state knowledge and metaknowledge about reading was examined in 2 studies. In Study 1, 196 children (mean age = 9 years) were tested for verbal ability (VA), metaknowledge about reading, and mental state words in a story task. In Study 2, the results of Study 1 were extended by using a cross-lagged design and…
Descriptors: Preschool Children, Verbal Ability, Cognitive Development, Evaluation Methods
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Apperly, Ian A.; Warren, Frances; Andrews, Benjamin J.; Grant, Jay; Todd, Sophie – Child Development, 2011
On belief-desire reasoning tasks, children first pass tasks involving true belief before those involving false belief, and tasks involving positive desire before those involving negative desire. The current study examined belief-desire reasoning in participants old enough to pass all such tasks. Eighty-three 6- to 11-year-olds and 20 adult…
Descriptors: Theory of Mind, Developmental Continuity, Cognitive Development, Child Development
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Friedman, William J. – Child Development, 1991
In this study of the distinction between temporal distance and location, children were asked to judge the relative recency and time of target events that occurred one and seven weeks before testing. All judged recency and localized time of day correctly. Six- and eight- but not four-year olds localized longer time scales. (BC)
Descriptors: Age Differences, Cues, Individual Development, Memory
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Votruba-Drzal, Elizabeth; Li-Grining, Christine P.; Maldonado-Carreno, Carolina – Child Development, 2008
Children's kindergarten experiences are increasingly taking place in full- versus part-day programs, yet important questions remain about whether there are significant and meaningful benefits to full-day kindergarten. Using the Early Childhood Longitudinal Study's Kindergarten Cohort (N= 13,776), this study takes a developmental approach to…
Descriptors: Kindergarten, Mathematics Skills, Grade 5, Child Development
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