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Glynn, Ruth; Salmon, Karen; Low, Jason – Developmental Psychology, 2022
We investigated whether selective discussion of autobiographical memory narratives would impact the quality of young people's recall of their nondiscussed memory narratives. Children (ages 8-9 years, n = 65) and adolescents (ages 13-15 years, n = 58) completed an adapted version of the retrieval-induced forgetting (RIF) paradigm for self-generated…
Descriptors: Memory, Recall (Psychology), Children, Adolescents
Kominsky, Jonathan F.; Gerstenberg, Tobias; Pelz, Madeline; Sheskin, Mark; Singmann, Henrik; Schulz, Laura; Keil, Frank C. – Developmental Psychology, 2021
Young children often struggle to answer the question "what would have happened?" particularly in cases where the adult-like "correct" answer has the same outcome as the event that actually occurred. Previous work has assumed that children fail because they cannot engage in accurate counterfactual simulations. Children have…
Descriptors: Simulation, Children, Age Differences, Child Development
Loh, Karin; Fintor, Edina; Nolden, Sophie; Fels, Janina – Developmental Psychology, 2022
Children's development and education take place in educational buildings with highly complex acoustic scenes, including spatially distributed target speakers, many surrounding distracting sounds, and general background noises. Auditory selective attention, therefore, is a valuable tool to orient oneself, to focus on specific sound sources, and to…
Descriptors: Attention, Auditory Stimuli, Acoustics, Attention Control
Waroquier, Laurent; Abadie, Marlène; Blaye, Agnès – Developmental Psychology, 2022
Evaluative conditioning (EC) refers to a change in liking of a conditioned stimulus (CS) consecutive to its repeated pairing with a valent unconditioned stimulus (US). We relied on a multinomial processing tree model to compare the processes underlying EC in middle-aged children (n = 57, M[subscript age] = 8.65, range = 6.94-11.03; 31 females) and…
Descriptors: Age Differences, Children, Young Adults, Evaluative Thinking
Caza, Julian S.; O'Brien, Bronwyn M.; Cassidy, Kathleen S.; Ziani-Bey, Hana A.; Atance, Cristina M. – Developmental Psychology, 2021
Future-oriented thought is ubiquitous in humans but challenging to study in children. Adults not only think about the future but can also represent a future state of the world that differs from the present. However, behavioral tasks to assess the development of future thought have not traditionally required children to do so as most can be solved…
Descriptors: Young Children, Futures (of Society), Foreign Countries, Age Differences
Noyes, Alexander; Dunham, Yarrow; Keil, Frank C. – Developmental Psychology, 2020
When faced with entities with potentially ambiguous category membership, adult category judgments are strongly biased toward dangerous and distinctive properties. For example, a cyanide-water mixture is categorized as cyanide. We used a developmental approach to better understand this cross-domain effect, which we term the asymmetric…
Descriptors: Bias, Classification, Evaluative Thinking, Attention
Blanco, Nathaniel J.; Sloutsky, Vladimir M. – Developmental Psychology, 2019
Previous research has shown that when learning categories, adults and young children allocate attention differently. Adults tend to attend selectively, focusing primarily on the most relevant information, whereas young children tend to distribute their attention broadly. Although selective attention is useful in many situations, it also has costs.…
Descriptors: Young Children, Adults, Attention, Classification
Gillmeister, Helge; Stets, Manuela; Grigorova, Milla; Rigato, Silvia – Developmental Psychology, 2019
There is general consensus that the representation of the human face becomes functionally specialized within the first few months of an infant's life. The literature is divided, however, on the question whether the specialized representation of the remainder of the human body form follows a similarly rapid trajectory or emerges more slowly and in…
Descriptors: Human Body, Adults, Infants, Cognitive Development
Woolley, Jacqueline D.; Kelley, Kelsey A. – Developmental Psychology, 2020
In Study 1, 103 children ages 4 through 10 answered questions about their concept of and belief in luck, and completed a story task assessing their use of luck as an explanation for events. The interview captured a curvilinear trajectory of children's belief in luck from tentative belief at age 4 to full belief at age 6, weakening belief at age 8,…
Descriptors: Children, Concept Formation, Beliefs, Child Development
Wojcik, Erica H.; Kandhadai, Padmapriya – Developmental Psychology, 2020
Between 6 and 9 years of age, children's free associations shift from syntagmatic to paradigmatic relationships. "Syntagmatic relations" are words that are syntactically adjacent, thematically related ("summer-vacation"), or both; "paradigmatic relations" are words from the same grammatical class, taxonomic category…
Descriptors: Association (Psychology), Young Children, Adults, Cognitive Development
Anstey, Kaarin J.; Ehrenfeld, Lauren; Mortby, Moyra E.; Cherbuin, Nicolas; Peters, Ruth; Kiely, Kim M.; Eramudugolla, Ranmalee; Huque, Md Hamidul – Developmental Psychology, 2021
Understanding gender differences in human cognitive development may contribute to understanding the gender differences in outcomes in cognitive ageing. However, evaluation of this topic has been hindered by a lack of representative, longitudinal data from different aged cohorts measured on the same cognitive tests. Gender differences in cognitive…
Descriptors: Gender Differences, Cognitive Development, Cognitive Ability, Adults
Young, Julia M.; Bitnun, Ari; Read, Stanley E.; Smith, Mary Lou – Developmental Psychology, 2022
HIV-exposed uninfected (HEU) children during the preschool and early school ages may be at-risk for neurodevelopmental challenges due to in utero and perinatal exposure to HIV and/or antiretroviral (ARV) medications. HEU children and HIV-unexposed uninfected (HUU) children from the community were recruited and tested at 3 to 4 and 5 to 6 years of…
Descriptors: Acquired Immunodeficiency Syndrome (AIDS), Young Children, Foreign Countries, Child Development
Pedrett, Salome; Kaspar, Lea; Frick, Andrea – Developmental Psychology, 2020
Toddlers' understanding of object rotation was investigated using a multimethod approach. Participants were 44 toddlers between 22 and 38 months of age. In an eye-tracking task, they observed a shape that rotated and disappeared briefly behind an occluder. In an object-fitting task, they rotated wooden blocks and fit them through apertures.…
Descriptors: Toddlers, Eye Movements, Age Differences, Object Manipulation
Roark, Casey L.; Lescht, Erica; Hampton Wray, Amanda; Chandrasekaran, Bharath – Developmental Psychology, 2023
Categories are fundamental to everyday life and the ability to learn new categories is relevant across the lifespan. Categories are ubiquitous across modalities, supporting complex processes such as object recognition and speech perception. Prior work has proposed that different categories may engage learning systems with unique developmental…
Descriptors: Children, Preadolescents, Adults, Learning Modalities
Mairon, Noam; Abramson, Lior; Knafo-Noam, Ariel; Perry, Anat; Nahum, Mor – Developmental Psychology, 2023
Empathy and executive functions (EFs) are multimodal constructs that enable individuals to cope with their environment. Both abilities develop throughout childhood and are known to contribute to social behavior and academic performance in young adolescents. Notably, mentalizing and EF activate shared frontotemporal brain areas, which in previous…
Descriptors: Empathy, Correlation, Twins, Longitudinal Studies