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Gardiner, Amy K.; Bjorklund, David F.; Greif, Marissa L.; Gray, Sarah K. – Cognitive Development, 2012
Children's acquisition of tool use abilities is an important part of development but is not yet well understood. This study compares two modes of tool-use learning, observation and individual haptic experience. Two- and 3-year-olds had haptic experience with tools, observed tool use by others, had both haptic and observational experience, or no…
Descriptors: Observation, Task Analysis, Difficulty Level, Cognitive Ability
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McNeil, Nicole M.; Fuhs, Mary Wagner; Keultjes, M. Claire; Gibson, Matthew H. – Cognitive Development, 2011
Recent studies suggest that 5-year-olds can add and compare large numerical quantities through approximate representations of number. However, the nature of this understanding and its susceptibility to environmental influences remain unclear. We examined whether children's early competence depends on the canonical problem format (i.e., arithmetic…
Descriptors: Socioeconomic Status, Environmental Influences, Arithmetic, Preschool Children
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Fletcher, Grace E.; Warneken, Felix; Tomasello, Michael – Cognitive Development, 2012
We compared the performance of 3- and 5-year-old children with that of chimpanzees in two tasks requiring collaboration via complementary roles. In both tasks, children and chimpanzees were able to coordinate two complementary roles with peers and solve the problem cooperatively. This is the first experimental demonstration of the coordination of…
Descriptors: Preschool Curriculum, Learning Activities, Cooperation, Cognitive Processes
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Garon, Nancy; Johnson, Brittany; Steeves, Ashley – Cognitive Development, 2011
This study explored age differences in preschoolers' temporal and social discounting and the association of these abilities. Research indicates that 4-year-olds are sensitive to rewards of differing magnitude (Lemmon & Moore, 2007). However, it is unclear whether preschoolers are able to consider length of time when making a choice to delay…
Descriptors: Delay of Gratification, Age Differences, Toys, Rewards
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Metcalf, Jennifer L.; Atance, Cristina M. – Cognitive Development, 2011
Using a new paradigm for measuring children's saving behaviors involving two marble games differing in desirability, we assessed whether 3-, 4-, and 5-year-olds saved marbles for future use, saved increasingly on a second trial, saved increasingly with age, and were sensitive to the relative value of future rewards. We also assessed whether…
Descriptors: Theory of Mind, Models, Rewards, Cognitive Development
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Qu, Li; Zelazo, Philip David – Cognitive Development, 2007
This study examined the effect of emotional stimuli on 3- to 4-year old children's flexible rule use, as measured by the Dimensional Change Card Sort (DCCS). In Experiment 1, children in two countries (Canada and China) were given 2 versions of the DCCS. The Standard version required children to sort red and blue boats and rabbits first by shape…
Descriptors: Stimuli, Foreign Countries, Cognitive Development, Preschool Children
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Bosco, Francesca M.; Friedman, Ori; Leslie, Alan M. – Cognitive Development, 2006
We compared 1- and 2-year-old children's performance on Pretend and Reality tasks. Pretend tasks involved the comprehension of a pretend scenario, whereas Reality tasks did not. For example, the experimenter pretends to drink water from an empty cup, she fills another cup with imaginary water and then invites the child to drink. In the Reality…
Descriptors: Infants, Toddlers, Task Analysis, Play