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Bhat, Ajaz A.; Samuelson, Larissa K.; Spencer, John P. – Child Development, 2023
The interaction of visual exploration and auditory processing is central to early cognitive development, supporting object discrimination, categorization, and word learning. Research has shown visual-auditory interactions to be complex, created from multiple processes and changing over multiple timescales. To better understand these interactions,…
Descriptors: Infants, Vocabulary Development, Attention, Cognitive Development
Gelman, Susan A. – Child Development, 2010
The domain-specific approach to socialization processes presented by J. E. Grusec and M. Davidov (this issue) provides a compelling framework for integrating and interpreting a large and disparate body of research findings, and it generates a wealth of testable new hypotheses. At the same time, it introduces core theoretical questions regarding…
Descriptors: Socialization, Learning Theories, Cognitive Development, Guidelines
Taumoepeau, Mele; Ruffman, Ted – Child Development, 2008
This continuation of a previous study (Taumoepeau & Ruffman, 2006) examined the longitudinal relation between maternal mental state talk to 15- and 24-month-olds and their later mental state language and emotion understanding (N = 74). The previous study found that maternal talk about the child's desires to 15-month-old children uniquely predicted…
Descriptors: Toddlers, Parent Child Relationship, Mothers, Longitudinal Studies

Goodman, Gail S.; Haith, Marshall M. – Child Development, 1987
Maintains that Teyler and Fountain's presentation (1987) contains several limitations, namely, that the authors do not (1) distinguish between learning and memory, nor between storage and retrieval; (2) address the role of knowledge-based influences in memory and learning; or (3) employ concepts that can accommodate developmental phenomena in the…
Descriptors: Child Development, Children, Cognitive Development, Learning Theories

Siegler, Robert S. – Child Development, 2000
Maintains that recent theoretical and methodological advances have sparked renewed interest in studying children's learning. Describes consistent and interesting findings regarding how children learn and intriguing proposals regarding mechanisms underlying learning. Argues that increasing the focus on children's learning promises practical…
Descriptors: Child Development, Children, Cognitive Development, Learning Processes

Lord, Catherine – Child Development, 1974
An examination of the extent to which adults and children (7 and 11 years old) were able to make discriminations between fixations directed at their eyes and at different positions on their faces. (SDH)
Descriptors: Adults, Elementary School Students, Eye Fixations, Learning Theories

Koslowski, Barbara; Okagaki, Lynn – Child Development, 1986
According to Humean framework, relations are judged to be causal to extent that they are characterized by regularity, continuity, and covariation among college students and college-bound 11- and 14-year-olds. Presents subjects with information about one of the following indices: potential causal factor covaried with effect and potential causal…
Descriptors: Abstract Reasoning, Adolescents, Age Differences, Cognitive Development

Pufall, Peter B.; And Others – Child Development, 1973
Study tests four predictions derived from Piaget's cognitive theory. (CB)
Descriptors: Age Differences, Cognitive Development, Concept Formation, Conservation (Concept)

Ferrara, Roberta A.; And Others – Child Development, 1986
Two studies examined the relation between current developmental levels, as estimated by IQ, and proximal levels of development, as estimated by the efficiency of learning and transfer in assisted contexts. Subjects were 8- to ll-year-old children. Theoretical and clinical implications are discussed. (HOD)
Descriptors: Abstract Reasoning, Age Differences, Children, Cognitive Development

Weissberg, Jill A.; Paris, Scott G. – Child Development, 1986
Extends and replicates the 1948 Soviet study by Istomina that examined the age at which children use deliberate strategies to aid recall and the effect that task context has on remembering. Subjects were 3- to 7-year-old children. Istomina's results were not replicated in this study. (HOD)
Descriptors: Age Differences, Cognitive Development, Cognitive Processes, Developmental Stages

Kahan, Lisa D.; Richards, D. Dean – Child Development, 1986
Examines the communication strategies adopted by people of differing ages attempting to perform a referential communication task and to determine their ability to adapt their strategies to various task conditions. (HOD)
Descriptors: Age Differences, Children, Cognitive Development, College Students