We present two studies that examined developmental differences in the implicit and explicit acquisition of category knowledge. College-attending adults consistently outperformed school-age children on two separate information-integration paradigms due to children's more frequent use of an explicit rule-based strategy. Accuracy rates were also…

Describes psychological approaches to study of cognition and emotion, identifies issues that may provide direction to understanding the organization and integration of cognition and emotion in development. Maintains that an integrative model for the study of "cogmotion" is needed, suggesting that cogmotion research will contribute to the exchange…

Examined development of number concepts among participants from the beginning and end of first grade, third and fifth grades, and university. Found that the numerical distance effect appeared in all groups. Found size congruity effect began to appear at the end of first grade. Proposed a model of internal representation of magnitude asserting that…

Three hypotheses were tested about how children and adults construct intuitive models when encountering a new property. Causal models showed that 10-, 13-, and 19-year-olds transferred principles from familiar property to novel property. None used default model. Younger children's models were affected by domain. Findings suggest that the transfer…

Tested a conceptual model of parenting to determine whether maternal child-centered perspectives mediated relations between parenting resources of social support, child-rearing history, and self-esteem and the child's developmental level with parenting behavior. Found that mothers' perspectives directly related to parenting behavior in two…