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Direct linkSerena Dolfi; Gisella Decarli; Maristella Lunardon; Michele De Filippo De Grazia; Silvia Gerola; Silvia Lanfranchi; Giuseppe Cossu; Francesco Sella; Alberto Testolin; Marco Zorzi – Developmental Science, 2024
Impaired numerosity perception in developmental dyscalculia (low "number acuity") has been interpreted as evidence of reduced representational precision in the neurocognitive system supporting non-symbolic number sense. However, recent studies suggest that poor numerosity judgments might stem from stronger interference from non-numerical…
Descriptors: Number Concepts, Learning Disabilities, Numeracy, Mathematics Skills
Jarrad A. G. Lum; Kaila M. Hamilton; Li-Ann Leow; Welber Marinovic; Ian Fuelscher; Pamela Barhoun; Talitha C. Ford; Aron T. Hill; Samaneh Nahravani; Melissa Kirkovski; Peter G. Enticott; Christian Hyde – Developmental Science, 2025
Procedural learning difficulties are commonly reported in children with developmental coordination disorder (DCD), yet the neural basis of this impairment remains unclear. This study addressed this gap by examining the correlation between cortical oscillatory activity and procedural learning of a sequence of finger movements in children with and…
Descriptors: Learning Problems, Learning Disabilities, Developmental Disabilities, Perceptual Motor Coordination
Gijbels, Liesbeth; Lee, Adrian K. C.; Yeatman, Jason D. – Developmental Science, 2024
As reading is inherently a multisensory, audiovisual (AV) process where visual symbols (i.e., letters) are connected to speech sounds, the question has been raised whether individuals with reading difficulties, like children with developmental dyslexia (DD), have broader impairments in multisensory processing. This question has been posed before,…
Descriptors: Dyslexia, Developmental Disabilities, Auditory Perception, Visual Perception
Rebecca A. Marks; Courtney Pollack; Steven L. Meisler; Anila M. D'Mello; Tracy M. Centanni; Rachel R. Romeo; Karolina Wade; Anna A. Matejko; Daniel Ansari; John D. E. Gabrieli; Joanna A. Christodoulou – Developmental Science, 2024
Children with dyslexia frequently also struggle with math. However, studies of reading disability (RD) rarely assess math skill, and the neurocognitive mechanisms underlying co-occurring reading and math disability (RD+MD) are not clear. The current study aimed to identify behavioral and neurocognitive factors associated with co-occurring MD among…
Descriptors: Dyslexia, Executive Function, Visual Perception, Spatial Ability
Stefan Vermeent; Ethan S. Young; Meriah L. DeJoseph; Anna-Lena Schubert; Willem E. Frankenhuis – Developmental Science, 2024
Childhood adversity can lead to cognitive deficits or enhancements, depending on many factors. Though progress has been made, two challenges prevent us from integrating and better understanding these patterns. First, studies commonly use and interpret raw performance differences, such as response times, which conflate different stages of cognitive…
Descriptors: Early Experience, Trauma, Cognitive Processes, Children
Cheung, Pierina; Toomey, Mary; Jiang, Yahao Harry; Stoop, Tawni B.; Shusterman, Anna – Developmental Science, 2022
Studies on children's understanding of counting examine when and how children acquire the cardinal principle: the idea that the last word in a counted set reflects the cardinal value of the set. Using Wynn's (1990) Give-N Task, researchers classify children who can count to generate large sets as having acquired the cardinal principle…
Descriptors: Computation, Performance, Number Concepts, Numeracy
Frick, Aurélien; Brandimonte, Maria A.; Chevalier, Nicolas – Developmental Science, 2022
Gaining autonomy is a key aspect of growing up and cognitive control development across childhood. However, little is known about how children engage cognitive control in an autonomous (or self-directed) fashion. Here, we propose that in order to successfully engage self-directed control, children identify, and achieve goals by tracking contextual…
Descriptors: Personal Autonomy, Cognitive Development, Children, Adults
Pletti, Carolina; Decety, Jean; Paulus, Markus – Developmental Science, 2022
Middle childhood seems to be crucial for the emergence of a moral identity, that is, an evaluative stance of how important it is for someone's sense of self to be moral. This study investigates the effects of moral identity on the neural processing of moral content in 10-year-old children. Participants were presented with scenes portraying…
Descriptors: Children, Ethics, Moral Values, Self Concept
Forsberg, Alicia; Guitard, Dominic; Adams, Eryn J.; Pattanakul, Duangporn; Cowan, Nelson – Developmental Science, 2022
We explored the causal role of individual and age-related differences in working memory (WM) capacity in long-term memory (LTM) retrieval. Our sample of 160 participants included 120 children (6-13-years old) and 40 young adults (18-24 years). Participants performed a WM task with images of unique everyday items, presented at varying set sizes.…
Descriptors: Long Term Memory, Short Term Memory, Individual Differences, Age Differences
Jones, Jonathan S.; Astle, Duncan E. – Developmental Science, 2022
Functional connectivity within and between Intrinsic Connectivity Networks (ICNs) transforms over development and is thought to support high order cognitive functions. But how variable is this process, and does it diverge with altered cognitive development? We investigated age-related changes in integration and segregation within and between ICNs…
Descriptors: At Risk Persons, Children, Adolescents, Cognitive Development
Dutra, Natália B.; Chen, Lydia; Anum, Adote; Burger, Oskar; Davis, Helen E.; Dzokoto, Vivian A.; Fong, Frankie T. K.; Ghelardi, Sabrina; Mendez, Kimberly; Messer, Emily J. E.; Newhouse, Morgan; Nielsen, Mark G.; Ramos, Karlos; Rawlings, Bruce; dos Santos, Renan A. C.; Silveira, Lara G. S.; Tucker-Drob, Elliot M.; Legare, Cristine H. – Developmental Science, 2022
Self-regulation is a widely studied construct, generally assumed to be cognitively supported by executive functions (EFs). There is a lack of clarity and consensus over the roles of specific components of EFs in self-regulation. The current study examines the relations between performance on (a) a self-regulation task (Heads, Toes, Knees Shoulders…
Descriptors: Executive Function, Self Control, Short Term Memory, Visual Perception
Schäfer, Julia Luiza; McLaughlin, Katie A.; Manfro, Gisele Gus; Pan, Pedro; Rohde, Luis Augusto; Miguel, Eurípedes Constantino; Simioni, André; Hoffmann, Maurício Scopel; Salum, Giovanni Abrahão – Developmental Science, 2023
Exposure to childhood adversity has been consistently associated with poor developmental outcomes, but it is unclear whether these associations vary across different forms of adversity. We examined cross-sectional and longitudinal associations between threat and deprivation with cognition, emotional processing, and psychopathology in a…
Descriptors: Child Behavior, Children, Adolescents, Disadvantaged Environment
Mangardich, Haykaz; Sabbagh, Mark A. – Developmental Science, 2018
Although we know much about the conditions under which children demonstrate selective social learning, we have a limited understanding of the cognitive mechanisms by which children's selectivity manifests. Here, we report findings from a brain electrophysiological (ERP) study designed to determine the extent to which words presented by ignorant…
Descriptors: Children, Socialization, Semantics, Brain
Hashmi, Salim; Vanderwert, Ross E.; Paine, Amy L.; Gerson, Sarah A. – Developmental Science, 2022
Doll play provides opportunities for children to practice social skills by creating imaginary worlds, taking others' perspectives, and talking about others' internal states. Previous research using functional near-infrared spectroscopy (fNIRS) found a region over the posterior superior temporal sulcus (pSTS) was more active during solo doll play…
Descriptors: Toys, Play, Social Cognition, Interpersonal Competence
Nischal, Roshni Pushpa; Behrmann, Marlene – Developmental Science, 2023
Holistic processing (HP) of faces refers to the obligatory, simultaneous processing of the parts and their relations, and it emerges over the course of development. HP is manifest in a decrement in the perception of inverted versus upright faces and a reduction in face processing ability when the relations between parts are perturbed. Here,…
Descriptors: Word Recognition, Cognitive Processes, Developmental Stages, Comparative Analysis
