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Direct linkVukovic, Rose K.; Fuchs, Lynn S.; Geary, David C.; Jordan, Nancy C.; Gersten, Russell; Siegler, Robert S. – Child Development, 2014
Longitudinal associations of domain-general and numerical competencies with individual differences in children's understanding of fractions were investigated. Children (n = 163) were assessed at 6 years of age on domain-general (nonverbal reasoning, language, attentive behavior, executive control, visual-spatial memory) and numerical (number…
Descriptors: Children, Individual Differences, Mathematics, Arithmetic
Rojas, Raul; Iglesias, Aquiles – Child Development, 2013
Although the research literature regarding language growth trajectories is burgeoning, the shape and direction of English Language Learners' (ELLs) language growth trajectories are largely not known. This study used growth curve modeling to determine the shape of ELLs' language growth trajectories across 12,248 oral narrative language samples…
Descriptors: English Language Learners, Spanish Speaking, Second Language Learning, Oral Language
Peer reviewedCutting, Alexandra L.; Dunn, Judy – Child Development, 1999
Examined individual differences in social cognition among 128 urban preschoolers. Found that individual differences in understanding of false-belief and emotion were associated with differences in language ability, parental occupation, and mothers' education. Variance in family background only contributed uniquely to false-belief understanding.…
Descriptors: Children, Cognitive Development, Family Characteristics, Individual Differences
Peer reviewedRocissano, Lorraine; Yatchmink, Yvette – Child Development, 1983
Explores particulars that may partially account for the remedial influence on development of interactions between infants and caregivers. Videotaped interactions between 20 prematurely born toddlers and their mothers were described in terms of dyadic joint attention to features of the environment. (Author/RH)
Descriptors: Attention, Behavior Patterns, Individual Differences, Intervention
Processing Limitations in Children with Specific Language Impairment: The Role of Executive Function
Im-Bolter, Nancie; Johnson, Janice; Pascual-Leone, Juan – Child Development, 2006
Research suggests that children with specific language impairment (SLI) have processing limitations; however, the mechanisms involved have not been well defined or investigated in a theory-guided manner. The theory of constructive operators was used as a framework to explore processes underlying limited processing capacity in children with SLI.…
Descriptors: Language Impairments, Children, Language Skills, Language Acquisition
Peer reviewedHuttenlocher, Janellen; Levine, Susan; Vevea, Jack – Child Development, 1998
Examined the relationship of environmental input to cognitive growth in language, spatial operations, concepts, and associative memory in children tested four times six months apart and differing in the amount of school input received. Found that children made greater growth over periods with greater amounts of school input for language, spatial…
Descriptors: Cognitive Ability, Cognitive Development, Comparative Analysis, Individual Development
Peer reviewedSnowling, Margaret J.; Gallagher, Alison; Frith, Uta – Child Development, 2003
Followed development of children at family risk for dyslexia from 3 years to 8 years. Found that 66 percent of high-risk group had reading disabilities at age 8 compared with only 13 percent in a control group. However, family risk of dyslexia was continuous. Interpreted findings within a model in which problems in establishing a phonological…
Descriptors: At Risk Persons, Children, Cognitive Ability, Comparative Analysis
