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Ford, Ruth M.; Lobao, Sheila N.; Macaulay, Catrin; Herdman, Lynsey M. – Journal of Experimental Child Psychology, 2011
Evidence that young children often claim ownership of their partner's contributions to an earlier collaborative activity, the "appropriation bias", has been attributed to shared intentionality ("Cognitive Development" (1998) 13, 91-108). The current investigation explored this notion by examining individual differences in the bias among 4- and…
Descriptors: Theory of Mind, Individual Differences, Recognition (Psychology), Empathy
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Hughes, Claire; Ensor, Rosie – Journal of Experimental Child Psychology, 2011
Building on an existing latent variable analysis of executive function (EF) in children (N=191, 57% boys and 43% girls) making the transition to school (Hughes et al. (2010), "Developmental Neuropsychology", vol. 35, pp. 20-36), the current study both documented average developmental improvements from 4 to 6 years of age and examined individual…
Descriptors: Hyperactivity, Individual Differences, Verbal Ability, Neuropsychology
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Brown, Christia Spears; Bigler, Rebecca S.; Chu, Hui – Journal of Experimental Child Psychology, 2010
An experimental methodology was used to test hypotheses concerning the effects of contextual, cognitive-developmental, and individual difference factors on children's views of whether they have been the target of gender discrimination and the possible consequent effect of such views on two forms of state self-esteem: performance and social…
Descriptors: Feedback (Response), Attitude Measures, Individual Differences, Gender Discrimination
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Lecce, Serena; Caputi, Marcella; Hughes, Claire – Journal of Experimental Child Psychology, 2011
This study adds to the growing research on school outcomes associated with individual differences in preschoolers' theory of mind skills by considering whether "costs" of theory of mind (e.g., sensitivity to criticism) actually help to foster children's academic achievement. A group of 60 Italian children was tested during the last year…
Descriptors: Elementary School Students, Theory of Mind, Academic Achievement, Criticism
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Thomas, Hoben – Journal of Experimental Child Psychology, 1989
Individual differences in children's performance on a classification task are modeled by a two component binomial mixture distribution. The model accounts for data well, with variance accounted for ranging from 87 to 95 percent. (RJC)
Descriptors: Children, Classification, Cognitive Development, Individual Differences
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Waxman, Sandra R.; And Others – Journal of Experimental Child Psychology, 1989
Compared 40 3-year-olds' superordinate level classification under 2 experimental conditions. Although there was no mean difference between the 2 conditions, there were striking differences in the distribution of scores. (RJC)
Descriptors: Classification, Cognitive Development, Comparative Analysis, Contrast
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Carlson, Stephanie M.; Moses, Louis J.; Claxton, Laura J. – Journal of Experimental Child Psychology, 2004
This research examined the relative contributions of two aspects of executive function--inhibitory control and planning ability--to theory of mind in 49 3- and 4-year-olds. Children were given two standard theory of mind measures (Appearance-Reality and False Belief), three inhibitory control tasks (Bear/Dragon, Whisper, and Gift Delay), three…
Descriptors: Preschool Children, Cognitive Development, Individual Differences, Task Analysis
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Tunteler, Erika; Resing, Wilma C. M. – Journal of Experimental Child Psychology, 2002
This microgenetic experimental study examined children's spontaneous application of analogical problem solving from story problems to physical tasks. Results indicated that 4-year-olds did, with varying success, spontaneously apply analogical solutions to physical problems across sessions. A few children even gave an analogical strategy-related…
Descriptors: Analogy, Cognitive Development, Comparative Analysis, Individual Differences
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Canobi, Katherine H. – Journal of Experimental Child Psychology, 2005
The current research explored children's ability to recognize and explain different concepts both with and without reference to physical objects so as to provide insight into the development of children's addition and subtraction understanding. In Study 1, 72 7- to 9-year-olds judged and explained a puppet's activities involving three conceptual…
Descriptors: Elementary School Students, Cognitive Development, Arithmetic, Individual Differences
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Finnila, Katarina; Mahlberg, Nina; Santtila, Pekka; Sandnabba, Kenneth; Niemi, Pekka – Journal of Experimental Child Psychology, 2003
Examined the relative contributions of internal and external sources of variation in children's suggestibility in interrogative situations. Found that internal sources of individual differences in suggestibility measured on a suggestibility test did influence children's answers during an interview, but that external sources or interview styles had…
Descriptors: Age Differences, Children, Cognitive Development, Comparative Analysis
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Rabinowitz, F. Michael; Howe, Mark L.; Saunders, Kelly – Journal of Experimental Child Psychology, 2002
This study examined effects of individual differences in speak-span scores and variations in memory demands on class-inclusion performance of 10-, 13-, and 15-year-olds. Results from regression analyses and the mathematical model indicated that differences in age, speak span, and memory load affected performance. Effects of speak span and memory…
Descriptors: Age Differences, Children, Classification, Cognitive Development
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Gutheil, Grant; Gelman, Susan A. – Journal of Experimental Child Psychology, 1997
Three studies examined the ability of 8- and 9-year-olds and young adults to use sample monotonicity and diversity information according to the similarity-coverage model of category-based induction. Found that children's difficulty with this information was independent of category level, and may be based on preferences for other strategies…
Descriptors: Age Differences, Children, Classification, Cognitive Development
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Kokis, Judite V.; Macpherson, Robyn; Toplak, Maggie E.; West, Richard F.; Stanovich, Keith E. – Journal of Experimental Child Psychology, 2002
Examined developmental and individual differences in tendencies to favor analytic over heuristic responses in three tasks (inductive reasoning, deduction under belief bias conditions, probabilistic reasoning) in children varying in age and cognitive ability. Found significant increases in analytic responding with development on first two tasks.…
Descriptors: Age Differences, Bias, Children, Cognitive Ability
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Geary, David C.; Hamson, Carmen O.; Hoard, Mary K. – Journal of Experimental Child Psychology, 2000
Compared performance of first and second graders with normal intelligence but with learning disabilities (LD) in mathematics, reading, or both and children with variable achievement test performance to that of academically normal peers on experimental and psychometric tasks. Found that LD groups showed specific cognitive deficit patterns; children…
Descriptors: Cognitive Development, Comparative Analysis, Elementary School Students, Grade 1
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Little, Todd D.; Widaman, Keith F. – Journal of Experimental Child Psychology, 1995
Validated models of mental addition processing by testing children and adults in a production task paradigm. Examined individual-difference relations between strategy choice parameters and criterion-related measures of ability. Found that individual differences in the apparently calculative processes that underlie numerical facility are highly…
Descriptors: Addition, Adolescents, Age Differences, Cognitive Ability
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