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Talwar, Victoria; Crossman, Angela M. – Developmental Review, 2012
The veracity of child witness testimony is central to the justice system where there are serious consequences for the child, the accused, and society. Thus, it is important to examine how children's lie-telling abilities develop and the factors that can influence their truthfulness. The current review examines children's lie-telling ability in…
Descriptors: Thinking Skills, Deception, Justice, Ethics
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Stanovich, Keith E.; West, Richard F.; Toplak, Maggie E. – Developmental Review, 2011
Drawing developmental predictions from dual-process theories is more complex than is commonly realized. Overly simplified predictions drawn from such models may lead to premature rejection of the dual process approach as one of many tools for understanding cognitive development. Misleading predictions can be avoided by paying attention to several…
Descriptors: Prediction, Cognitive Development, Theories, Task Analysis
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Best, John R.; Miller, Patricia H.; Jones, Lara L. – Developmental Review, 2009
Research and theorizing on executive function (EF) in childhood has been disproportionately focused on preschool age children. This review paper outlines the importance of examining EF throughout childhood, and even across the lifespan. First, examining EF in older children can address the question of whether EF is a unitary construct. The…
Descriptors: Research Needs, Children, Short Term Memory, Cognitive Development
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Marshall, Peter J.; Kenney, Justin W. – Developmental Review, 2009
There is much current interest in how adverse experiences early in life might affect certain elements of physiological, behavioral, and psychological functioning across the lifespan. Recent conceptual frameworks for studying the effects of early experience have involved constructs such as experience-expectant, experience-dependent, and…
Descriptors: Children, Adoption, Early Experience, Foster Care
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Henderson, Heather A.; Wachs, Theodore D. – Developmental Review, 2007
In this paper we review current definitions and measurement approaches used to assess individual differences in children's temperament. We review the neural bases of temperamental reactivity and self-regulation and propose that these constructs provide a framework for examining individual differences and developmental change in emotion-cognition…
Descriptors: Personality, Individual Differences, Emotional Development, Children
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Boom, Jan; ter Laak, Jan – Developmental Review, 2007
Latent class analysis (LCA) has been successfully applied to tasks measuring higher cognitive functioning, suggesting the existence of distinct strategies used in such tasks. With LCA it became possible to classify post hoc. This important step forward in modeling and analyzing cognitive strategies is relevant to the overlapping waves model for…
Descriptors: Children, Thinking Skills, Models, Short Term Memory
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Bouwmeester, Samantha; Vermunt, Jeroen K.; Sijtsma, Klaas – Developmental Review, 2007
Fuzzy trace theory explains why children do not have to use rules of logic or premise information to infer transitive relationships. Instead, memory of the premises and performance on transitivity tasks is explained by a verbatim ability and a gist ability. Until recently, the processes involved in transitive reasoning and memory of the premises…
Descriptors: Memory, Cognitive Development, Classification, Individual Differences
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Courage, Mary L.; Howe, Mark L. – Developmental Review, 2004
Over the past three decades impressive progress has been made in documenting the development of encoding, storage, and retrieval processes in preverbal infants and children. This literature includes an extensive and diverse database as well as theoretical conjecture about the underlying processes that drive early memory development. A selective…
Descriptors: Memory, Infants, Children, Cognitive Development
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Roberts, Kim P. – Developmental Review, 2002
Outlines five perspectives addressing alternate aspects of the development of children's source monitoring: source-monitoring theory, fuzzy-trace theory, schema theory, person-based perspective, and mental-state reasoning model. Discusses research areas with relation to forensic developmental psychology: agent identity, prospective processing,…
Descriptors: Children, Cognitive Development, Evidence (Legal), Expectation
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Montgomery, Derek E. – Developmental Review, 1997
Derives a theoretical statement about children's understanding of the mind from Wittgenstein's private-language argument that understanding the mind involves acquiring rules governing the use of linguistic expressions about the mind. Presents developmental evidence illustrating Wittgenstein's argument and its differences from the simulation and…
Descriptors: Child Development, Children, Cognitive Development, Concept Formation
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Ferrari, Michel; Runions, Kevin; Fueser, Josephine J. – Developmental Review, 2003
Considers the work of developmental scholar William Kessen (1925-1999) in light of James Mark Baldwin, one of the founders and principal architects of developmental psychology. Traces Kessen's interest in Baldwin's thought and examines Baldwin's legacy for developmental psychologists. Asserts that Baldwin's theory sought to integrate the role of…
Descriptors: Child Development, Child Psychology, Children, Cognitive Development
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Josephs, Ingrid E.; Fuhrer, Urs – Developmental Review, 1998
Examines Simmel's principle of cultivation whereby the cultivated mind is constructed through ongoing transactions of people with their cultural environment, cultural forms currently overlooked. Cultural forms result from externalizations of former person-culture transactions. Argues that development is structured through person-culture…
Descriptors: Child Development, Children, Cognitive Development, Cultural Context
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Salthouse, Timothy A.; Davis, Hasker P. – Developmental Review, 2006
Data from over 3400 individuals ranging from 5 to 93 years of age were analyzed to investigate the structural organization of cognitive variables, and to use that structure to examine relations between cognitive abilities and neuropsychological variables. The results indicated that the variables could be organized into the same cognitive ability…
Descriptors: Cognitive Ability, Neuropsychology, Cognitive Development, Psychometrics
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Crowley, Kevin; Shrager, Jeff; Siegler, Robert S. – Developmental Review, 1997
Discusses metacognitive and associative models of children's strategy discovery and use. Contends that models based on only one type of mechanism cannot entirely account for observed variability and constraint revealed by microgenetic studies of children's strategy change. Proposes a new model of children's strategy development in which…
Descriptors: Associative Learning, Children, Cognitive Development, Individual Differences
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Williams, Wendy M. – Developmental Review, 2002
Introduces this special issue topic by asserting that empirically powerful and theoretically guided educational research needs to be designed with the teacher in mind. Provides rationale for research focus on real-world knowledge and reasoning, and reasons for selecting research projects on inductive reasoning, mathematical reasoning, map skills,…
Descriptors: Children, Cognitive Development, Educational Practices, Knowledge Level
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