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Prather, Richard – Journal of Cognition and Development, 2018
Numerical comparison is a primary measure of the acuity of children's approximate number system. Approximate number system acuity is associated with key developmental outcomes such as symbolic number skill, standardized test scores, and even employment outcomes (Halberda, Mazzocco, & Feigenson, 2008; Parsons & Bynner, 1997). We examined…
Descriptors: Numbers, Computation, Comparative Analysis, Children
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Gross, Jacquelyn T.; Cassidy, Jude – Developmental Psychology, 2019
In recent years, an increased interest in the importance of children's ability to regulate emotions in socially adaptive ways has driven considerable research on the development of emotion regulation. A widely studied emotion regulation strategy known as "expressive suppression" (ES), in which a person attempts to conceal…
Descriptors: Emotional Response, Self Control, Social Adjustment, Correlation
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Benevides, Teal W.; Lane, Shelly J. – Journal of Autism and Developmental Disorders, 2015
The autonomic nervous system (ANS) is responsible for multiple physiological responses, and dysfunction of this system is often hypothesized as contributing to cognitive, affective, and behavioral responses in children. Research suggests that examination of ANS activity may provide insight into behavioral dysregulation in children with autism…
Descriptors: Children, Autism, Pervasive Developmental Disorders, Physiology
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Chatham, Christopher H.; Yerys, Benjamin E.; Munakata, Yuko – Cognitive Development, 2012
Computational models are powerful tools--too powerful, according to some. We argue that the idea that models can "do anything" is wrong, and we describe how their failures have been informative. We present new work showing surprising diversity in the effects of feedback on children's task-switching, such that some children perseverate despite this…
Descriptors: Failure, Computation, Models, Neurology
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Bistricky, Steven L.; Ingram, Rick E.; Atchley, Ruth Ann – Psychological Bulletin, 2011
Facial affect processing is essential to social development and functioning and is particularly relevant to models of depression. Although cognitive and interpersonal theories have long described different pathways to depression, cognitive-interpersonal and evolutionary social risk models of depression focus on the interrelation of interpersonal…
Descriptors: Human Body, Social Behavior, Depression (Psychology), Social Development
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Coch, Donna; Michlovitz, Stephen A.; Ansari, Daniel; Baird, Abigail – Mind, Brain, and Education, 2009
This article describes the efforts of a small group of educators and researchers to build a model for making connections across mind, brain, and education. With a common goal of sharing, strengthening, and building useable knowledge about child and adolescent learning and development, we focused on questions of mutual interest to educators and…
Descriptors: Preservice Teachers, Educational Research, Researchers, Brain
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Terband, Hayo; Maassen, Ben; Guenther, Frank H.; Brumberg, Jonathan – Journal of Speech, Language, and Hearing Research, 2009
Purpose: Childhood apraxia of speech (CAS) has been associated with a wide variety of diagnostic descriptions and has been shown to involve different symptoms during successive stages of development. In the present study, the authors attempted to associate the symptoms of CAS in a particular developmental stage with particular…
Descriptors: Articulation (Speech), Speech Impairments, Children, Developmental Stages
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Booth, James R.; Burman, Douglas D. – Learning Disability Quarterly, 2001
This article first outlines a tentative neurocognitive model of oral language and reading. It then reviews recent functional magnetic resonance imaging studies of the development of oral language and reading and brain-imaging research on dyslexia in light of the proposed neurocognitive model. Finally, research on the plasticity of neural systems…
Descriptors: Children, Cognitive Processes, Dyslexia, Language Acquisition
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Riccio, Cynthia A.; And Others – Exceptional Children, 1993
This article reviews various models in the neurological conceptualization of attention deficit disorder (ADD), with and without hyperactivity. It discusses neuroanatomical, neurochemical, and neurophysiological perspectives on ADD. (Author/DB)
Descriptors: Anatomy, Attention Deficit Disorders, Chemistry, Children
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Jansiewicz, Eva M.; Goldberg, Melissa C.; Newschaffer, Craig J.; Denckla, Martha B.; Landa, Rebecca; Mostofsky, Stewart H. – Journal of Autism and Developmental Disorders, 2006
While many studies of motor control in autism have focused on specific motor signs, there has been a lack of research examining the complete range of subtle neuromotor signs. This study compared performance on a neurologic examination standardized for children (PANESS, Physical and Neurological Exam for Subtle Signs, Denckla ["1974 Developmental…
Descriptors: Children, Autism, Asperger Syndrome, Psychomotor Skills
Ogletree, Earl J. – 1975
This paper describes the development of the senses of speech and thought and identifies the physical organs associated with those senses. The child's word sense is born only after the development of the ability to walk. From direct experience, communicated to them by the speech sense, children know that words are different from any other sounds…
Descriptors: Child Development, Children, Cognitive Processes, Developmental Psychology