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Vaunam P. Venkadasalam; Nicole E. Larsen; Patricia A. Ganea – Developmental Psychology, 2024
Evaluating evidence and restructuring beliefs based on anomalous evidence are fundamental aspects of scientific reasoning. These skills can be challenging for both children and adults, especially in domains where they possess inaccurate prior beliefs that can interfere with the acquisition of correct scientific information (e.g., heavier objects…
Descriptors: Foreign Countries, Young Children, Concept Formation, Cognitive Development
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Ferry, Alissa; Nespor, Marina; Mehler, Jacques – Developmental Psychology, 2020
To learn a language infants must learn to link arbitrary sounds to their meaning. While words are the clearest example of this link, they are not the only component of language; morphological regularities (e.g., the plural -s suffix in English) carry meaning as well. Comprehensive theories of language acquisition must account for how infants build…
Descriptors: Infants, Child Language, Comprehension, Morphology (Languages)
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Huh, Michelle; Friedman, Ori – Developmental Psychology, 2017
Group ownership is ubiquitous-property is owned by countries, corporations, families, and clubs. However, people cannot understand group ownership by simply relying on their conceptions of ownership by individuals, as group ownership is subject to complexities that do not arise when property is individually owned. We report 6 experiments…
Descriptors: Foreign Countries, Young Children, Group Dynamics, Ownership
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Austin, Keith; Theakston, Anna; Lieven, Elena; Tomasello, Michael – Developmental Psychology, 2014
Although a fair amount is known about young children's production of negation, little is known about their comprehension. Here, we focus on arguably the most complex basic form, denial, and how young children understand denial, when it is expressed in response to a question with gesture, single word, or sentence. One hundred twenty-six children in…
Descriptors: Young Children, Comprehension, Defense Mechanisms, Nonverbal Communication
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Mares, Marie-Louise; Sivakumar, Gayathri – Developmental Psychology, 2014
Educational television for young children often combines factual content with fantasy. In 2 experiments, we examined 3- to 5-year-olds' reality judgments and the implications for their learning. In the 1st study, 145 children watched 3 clips featuring (respectively) a Hispanic, a Chinese American, and an Anglo character. Responses indicated…
Descriptors: Educational Television, Young Children, Imagination, Hispanic Americans
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O'Neill, Daniela K.; Shultis, Rebecca M. – Developmental Psychology, 2007
In comprehending stories, adults create mental models from which they follow the actions of the characters from the characters' different mental vantage points. Using a novel methodology, this study is the first to examine when children attain the narrative ability to track the mental perspective of characters. That is, when do children follow…
Descriptors: Literary Devices, Story Grammar, Narration, Comprehension
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Brodzinsky, David M. – Developmental Psychology, 1975
Boys, ages 6, 8, and 10, were classified with regard to conceptual tempo and were presented with cartoon stimuli varying in cognitive complexity and level of affectivity. The results indicate that reflective subjects generally displayed the highest comprehension scores while impulsive subjects displayed the greatest spontaneous mirth. (JMB)
Descriptors: Cartoons, Cognitive Development, Comprehension, Conceptual Tempo
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Chandler, Michael J.; And Others – Developmental Psychology, 1978
Explored the relationships between the cognitive developmental level of preoperational, concrete operational, and formal operational children (N=10) and their success in interpreting and explaining each of eight commonly described mechanisms of psychological defense. (JMB)
Descriptors: Cognitive Development, Comprehension, Developmental Stages, Elementary Education
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LaPointe, Karen; O'Donnell, James P. – Developmental Psychology, 1974
The influence of perceptual factors and language comprehension on quantity judgments (number conservation) was assessed in children, aged 2-5. (ST)
Descriptors: Age Differences, Cognitive Development, Comprehension, Conservation (Concept)
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Walker-Andrews, Arlene S.; Harris, Paul L. – Developmental Psychology, 1993
Two experiments assessed preschoolers' ability to understand pretend transformations. Subjects were two-, three-, and four-year-olds who viewed episodes in which either one or two similar props were altered in a pretend fashion. In both the single and double transformation, children demonstrated that they could keep track of the pretend…
Descriptors: Cognitive Development, Cognitive Processes, Comprehension, Early Childhood Education
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Solomon, Gregg E. A.; Cassimatis, Nicholas L. – Developmental Psychology, 1999
Five studies investigated preschoolers' understanding of the biological germ theory of illness compared to that of 6- or 10- to 11-year-olds. Found that the younger the child, the less likely he or she was to judge germs as causes of illness. Studies undermined claim that preschoolers understand germs to be uniquely biological causal agents. (JPB)
Descriptors: Children, Cognitive Development, Comprehension, Concept Formation
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Whitt, J. Kenneth; Prentice, Norman M. – Developmental Psychology, 1977
Examined the relationship of ability to conserve and comprehend of logical riddles in 33 first-, third- and fifth-grade boys of average intelligence. Although both riddle comprehension and cognitive maturity as assessed by Piagetian tasks increased with grade, the relation between them was not clearly demonstrated. (Author/JMB)
Descriptors: Age Differences, Cognitive Development, Comprehension, Conservation (Concept)
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Pick, Herbert L., Jr. – Developmental Psychology, 1992
Reviews Gibson's contributions to the domain of perceptual learning, including her classic experiment concerning the perception of scribbles. Discusses Gibson's research on differentiation and the links between perception and learning, the status of her research and ideas, and her experimental approach. (BG)
Descriptors: Child Development Specialists, Cognitive Development, Comprehension, Developmental Psychology
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Billow, Richard M. – Developmental Psychology, 1975
Metaphors of similarity and proportionality, together with a pictorial form of similarity metaphors, proverbs, and several Piaget-type cognitive tasks, were given to 50 boys aged 5 through 13 years. Results indicated that metaphor comprehension is a type of classificatory behavior, the development of which is related to maturing cognitive…
Descriptors: Age Differences, Classification, Cognitive Development, Comprehension
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Mant, Catherine M.; Perner, Josef – Developmental Psychology, 1988
Three experiments investigated five- and 10-year-old children's understanding of the conditions under which a person becomes committed to carrying out an intended action. Findings indicated that, although children from a very early age have the concept of commmitment, the understanding of the interpersonal conditions for becoming committed…
Descriptors: Cognitive Development, Comprehension, Concept Formation, Elementary Education
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