Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 1 |
| Since 2017 (last 10 years) | 2 |
| Since 2007 (last 20 years) | 6 |
Descriptor
| Learning Processes | 6 |
| Reaction Time | 6 |
| Task Analysis | 3 |
| Accuracy | 2 |
| Infants | 2 |
| Language Acquisition | 2 |
| Recognition (Psychology) | 2 |
| Sequential Learning | 2 |
| Age Differences | 1 |
| Assistive Technology | 1 |
| Child Development | 1 |
| More ▼ | |
Source
| Developmental Science | 6 |
Author
| Agnoli, Franca | 1 |
| Albiero, Paolo | 1 |
| Bortfeld, Heather | 1 |
| Eigsti, Inge-Marie | 1 |
| Fiser, Jozsef | 1 |
| Friend, Margaret | 1 |
| Hadley, Hillary | 1 |
| Hall, Matthew L. | 1 |
| Hendrickson, Kristi | 1 |
| Janacsek, Karolina | 1 |
| Laura J. Batterink | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 6 |
| Reports - Research | 6 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Sarah Berger; Laura J. Batterink – Developmental Science, 2024
Children achieve better long-term language outcomes than adults. However, it remains unclear whether children actually learn language "more quickly" than adults during real-time exposure to input--indicative of true superior language learning abilities--or whether this advantage stems from other factors. To examine this issue, we…
Descriptors: Child Language, Language Acquisition, Learning Processes, Language Skills
Hall, Matthew L.; Eigsti, Inge-Marie; Bortfeld, Heather; Lillo-Martin, Diane – Developmental Science, 2018
Developmental psychology plays a central role in shaping evidence-based best practices for prelingually deaf children. The Auditory Scaffolding Hypothesis (Conway et al., 2009) asserts that a lack of auditory stimulation in deaf children leads to impoverished implicit sequence learning abilities, measured via an artificial grammar learning (AGL)…
Descriptors: Sequential Learning, Deafness, Grammar, Task Analysis
Hadley, Hillary; Pickron, Charisse B.; Scott, Lisa S. – Developmental Science, 2015
The capacity to tell the difference between two faces within an infrequently experienced face group (e.g. other species, other race) declines from 6 to 9 months of age unless infants learn to match these faces with individual-level names. Similarly, the use of individual-level labels can also facilitate differentiation of a group of non-face…
Descriptors: Infants, Recognition (Psychology), Naming, Human Body
Hendrickson, Kristi; Mitsven, Samantha; Poulin-Dubois, Diane; Zesiger, Pascal; Friend, Margaret – Developmental Science, 2015
The goal of the current study is to assess the temporal dynamics of vision and action to evaluate the underlying word representations that guide infants' responses. Sixteen-month-old infants participated in a two-alternative forced-choice word-picture matching task. We conducted a moment-by-moment analysis of looking and reaching behaviors as they…
Descriptors: Infants, Vision, Infant Behavior, Learning Activities
Janacsek, Karolina; Fiser, Jozsef; Nemeth, Dezso – Developmental Science, 2012
Implicit skill learning underlies obtaining not only motor, but also cognitive and social skills through the life of an individual. Yet, the ontogenetic changes in humans' implicit learning abilities have not yet been characterized, and, thus, their role in acquiring new knowledge efficiently during development is unknown. We investigated such…
Descriptors: Skill Development, Sequential Learning, Age Differences, Reaction Time
Perrucci, Vittore; Agnoli, Franca; Albiero, Paolo – Developmental Science, 2008
Studies of the development of mental rotation have yielded conflicting results, apparently because different mental rotation tasks draw on different cognitive abilities. Children may compare two stimuli at different orientations without mental rotation if the stimuli contain orientation-free features. Two groups of children (78 6-year-olds and 92…
Descriptors: Stimuli, Spatial Ability, Cognitive Ability, Reaction Time

Peer reviewed
Direct link
