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Language, Cognitive Flexibility, and Explicit False Belief Understanding: Longitudinal Analysis in Typical Development and Specific Language Impairment
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Farrant, Brad M.; Maybery, Murray T.; Fletcher, Janet – Child Development, 2012
The hypothesis that language plays a role in theory-of-mind (ToM) development is supported by a number of lines of evidence (e.g., H. Lohmann & M. Tomasello, 2003). The current study sought to further investigate the relations between maternal language input, memory for false sentential complements, cognitive flexibility, and the development of…
Descriptors: Theory of Mind, Evidence, Language Impairments, Memory
The Relationship Between Color Naming and Color Recognition Abilities of Preschoolers
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Kimball, Meredith M.; Dale, Philip S. – Child Development, 1972
Results of this study suggest that availability of a consistent set of color labels is related more closely to recognition accuracy than is the spontaneous production of labels in a color recognition task. (Authors)
Descriptors: Age Differences, Color, Data Analysis, Intelligence Differences
The Role of Classification Skill in Moderating Environmental Influences on Children's Gender Stereotyping: A Study of the Functional Use of Gender in the Classroom.
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Bigler, Rebecca S. – Child Development, 1995
Investigated the effect of using gender as a functional category in elementary school students' gender stereotyping. Results support the idea that the functional use of gender categories leads to increases in gender stereotyping, particularly among those children with less-advanced classification skills. Advanced classification skills proved to…
Descriptors: Childhood Attitudes, Children, Classification, Cognitive Development