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Kirlic, Namik; Colaizzi, Janna M.; Cosgrove, Kelly T.; Cohen, Zsofia P.; Yeh, Hung-Wen; Breslin, Florence; Morris, Amanda S.; Aupperle, Robin L.; Singh, Manpreet K.; Paulus, Martin P. – Child Development, 2021
This study used a machine learning framework in conjunction with a large battery of measures from 9,718 school-age children (ages 9-11) from the Adolescent Brain Cognitive Development[superscript SM] (ABCD) Study to identify factors associated with fluid cognitive functioning (FCF), or the capacity to learn, solve problems, and adapt to novel…
Descriptors: Extracurricular Activities, Cognitive Processes, Cognitive Development, Learning Processes
Hornburg, Caroline Byrd; Wang, Lijuan; McNeil, Nicole M. – Child Development, 2018
A prevailing theory of mathematical problem solving predicts that children will be less accurate solving a + b = c + __ problems versus a + b = __ + c. However, this has never been tested directly. Because of low base rates, information combined from multiple studies can help improve estimation accuracy and precision. This study compared…
Descriptors: Meta Analysis, Accuracy, Problem Solving, Comparative Analysis
Little Pitchers Use Their Big Ears: Preschoolers Solve Problems by Listening to Others Ask Questions
Mills, Candice M.; Danovitch, Judith H.; Grant, Meridith G.; Elashi, Fadwa B. – Child Development, 2012
Children ask questions and learn from the responses they receive; however, little is known about how children learn from listening to others ask questions. Five experiments examined preschoolers' ("N" = 179) ability to solve simple problems using information gathered from listening to question-and-answer exchanges between 2 parties present in the…
Descriptors: Preschool Children, Listening, Information Seeking, Inquiry
Davies, Patrick T.; Manning, Liviah G.; Cicchetti, Dante – Child Development, 2013
This study examined whether children’s difficulties with stage-salient tasks served as an explanatory mechanism in the pathway between their insecurity in the interparental relationship and their disruptive behavior problems. Using a multimethod, multi-informant design, 201 two-year-old children and their mothers participated in 3 annual…
Descriptors: Security (Psychology), Parent Child Relationship, Behavior Problems, Structural Equation Models
Fenning, Rachel M.; Baker, Bruce L.; Juvonen, Jaana – Child Development, 2011
This study examined parent-child emotion discourse, children's independent social information processing, and social skills outcomes in 146 families of 8-year-olds with and without developmental delays. Children's emergent social-cognitive understanding (internal state understanding, perspective taking, and causal reasoning and problem solving)…
Descriptors: Perspective Taking, Social Cognition, Problem Solving, Developmental Delays
Bierman, Karen L.; Domitrovich, Celene E.; Nix, Robert L.; Gest, Scott D.; Welsh, Janet A.; Greenberg, Mark T.; Blair, Clancy; Nelson, Keith E.; Gill, Sukhdeep – Child Development, 2008
Forty-four Head Start classrooms were randomly assigned to enriched intervention (Head Start REDI--Research-based, Developmentally Informed) or "usual practice" conditions. The intervention involved brief lessons, "hands-on" extension activities, and specific teaching strategies linked empirically with the promotion of: (a)…
Descriptors: Problem Solving, School Readiness, Intervention, Social Behavior
Erath, Stephen A.; El-Sheikh, Mona; Cummings, E. Mark – Child Development, 2009
Skin conductance level reactivity (SCLR) was examined as a moderator of the association between harsh parenting and child externalizing behavior. Participants were 251 boys and girls (8-9 years). Mothers and fathers provided reports of harsh parenting and their children's externalizing behavior; children also provided reports of harsh parenting.…
Descriptors: Antisocial Behavior, Females, Parenting Styles, Child Rearing

Zelniker, Tamar; Oppenheimer, Louis – Child Development, 1973
Examines the effect of different training methods on perceptual learning of impulsive children. A matching to sample method (M), and a differentiation method (D) were used. Data indicated that Ss receiving D training learned to process features distinguishing stimuli; whereas, Ss receiving M training showed no preference for a particular mode of…
Descriptors: Child Development, Cognitive Development, Conceptual Tempo, Information Processing

McGillicuddy-De Lisi, Ann V.; And Others – Child Development, 1994
Investigated how children's decisions about allocating money to story characters were affected by the relationship (friends versus strangers) among the characters. Children's rationales for their decisions showed that equality was the most salient principle for decisions at all ages and that older children provided rationales based on benevolence…
Descriptors: Abstract Reasoning, Age Differences, Child Development, Children

Davidson, Philip M. – Child Development, 1987
To investigate the development of function concepts and their relation to mathematical and logical abilities typically acquired during the age period of five to seven years, children were tested on nonnumerical function tasks, numerical tasks, and aspects of logical reasoning. (PCB)
Descriptors: Arithmetic, Child Development, Cognitive Development, Conservation (Concept)
Maternal Regulation of Children's Problem-solving Behavior and Its Impact on Children's Performance.

Freund, Lisa S. – Child Development, 1990
Focused on (1) the effect of mother-child interaction during a problem-solving task on subsequent, independent child performance; and (2) the variability in the division of task responsibilities and maternal regulation of the child as a function of task difficulty, child age, and task component. Participants were 60 three to five year olds and…
Descriptors: Cognitive Development, Feedback, Individual Development, Mothers

Rosen, Catherine Elkin – Child Development, 1974
Descriptors: Black Youth, Cognitive Development, Disadvantaged, Dramatic Play

Enright, Robert D.; Sutterfield, Sara J. – Child Development, 1980
Two classrooms of first graders (N=40) were administered Damon's moral judgment measure, Shure and Spivack's social problem solving measure, and the Stanford-Binet vocabulary. Concurrently, two observers in the children's school environment recorded incidences of successful resolutions of interactions, amount of derogation, and the number of times…
Descriptors: Cognitive Development, Conflict Resolution, Elementary School Students, Moral Development

Crisafi, Maria A.; Brown, Ann L. – Child Development, 1986
Describes five studies in which the learning and transfer abilities of two- and four-year-old children were examined on a task that required them to combine two separately learned solutions to reach a goal. (HOD)
Descriptors: Analogy, Child Development, Cognitive Ability, Cognitive Development

Jordan, Nancy C.; Hanich, Laurie B.; Kaplan, David – Child Development, 2003
Examined children's mathematical competencies between ages 7 and 9. Found no differences in developmental rate between children with math difficulties only (MD), math and reading difficulties (MD-RD), reading difficulties only (RD), and normal math/reading achievement (NA). Found that at end of Grade 3, MD group performed better than MD-RD group…
Descriptors: Child Development, Children, Comparative Analysis, Competence