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Allison Starks; Stephanie Michelle Reich – Information and Learning Sciences, 2024
Purpose: This study aims to explore children's cognitions about data flows online and their understandings of algorithms, often referred to as algorithmic literacy or algorithmic folk theories, in their everyday uses of social media and YouTube. The authors focused on children ages 8 to 11, as these are the ages when most youth acquire their own…
Descriptors: Concept Formation, Children, Social Media, Video Technology
Noyes, Alexander; Dunham, Yarrow; Keil, Frank C. – Developmental Psychology, 2023
We systematically compared beliefs about animal (e.g., "lion"), artifactual (e.g., "hammer"), and institutional (e.g., "police officer") categories, aiming to identify whether people draw different inferences about which categories are subjective and which are socially constituted. We conducted two studies with 270…
Descriptors: Animals, Preschool Children, Children, Child Development
Wilson, Kyra; Frank, Michael C.; Fourtassi, Abdellah – Journal of Cognition and Development, 2023
In order for children to understand and reason about the world in an adult-like fashion, they need to learn that conceptual categories are organized in a hierarchical fashion (e.g., a dog is also an animal). While children learn from their first-hand observation of the world, social knowledge transmission via language can also play an important…
Descriptors: Cues, Linguistic Input, Language Acquisition, Speech Communication
Hughes, Andrea – Primary Science, 2022
The author relates their involvement in the process of testing a picture storybook to teach science concepts. The project asked: If children were learning through a story where the science content was explicit, would children be able to explain the science in the context of the story and then in real-world contexts? Would the learning become…
Descriptors: Picture Books, Science Instruction, Teaching Methods, Scientific Concepts
Kocak, Omer; Goktas, Yuksel – International Research in Early Childhood Education, 2021
This study aims to analyze the views of children whose spatial concept development is supported by activities conducted with educational cartoons compared to traditional methods. In this context, preschool children's views on the activities, their memory retention of them, and the levels of awareness caused by the activities were investigated.…
Descriptors: Comparative Analysis, Preschool Children, Cartoons, Teaching Methods
Cooper, Sandi; Shelton, Ryann N.; Padgett, R. Noah; Crowley, Brandy; Kerschen, Keith; Donham, Melissa P. – Investigations in Mathematics Learning, 2022
This longitudinal quantitative study determined the impact of a summer mathematics academy for early learners on their number sense and how their number sense compared to that of their peers who did not attend the academy. The Texas Early Mathematics Inventory -- Progress Monitoring (TEMI-PM) was used to measure students' number sense. Results…
Descriptors: Summer Programs, Numeracy, Mathematics Tests, Concept Formation
Kotaman, Hüseyin; Arslan, Mustafa – Early Child Development and Care, 2022
The purpose of this study is to examine who young children (3-7-year-olds) would depend on for asking information, and whose information they would endorse: the one provided precise expressions which were the mathematical presentation of several measurements or the other by a person who provided relative expressions which were assistant's personal…
Descriptors: Trust (Psychology), Decision Making, Foreign Countries, Preschool Children
Fouquet, Nathalie; Megalakaki, Olga; Labrell, Florence – Infant and Child Development, 2017
We investigated the kinds of biological properties that children aged 3-6 years attribute to animals, plants, and artifacts by administering a property attribution task and eliciting explanations for the resulting property attributions. Findings indicated that, from the age of 3 years, children more frequently attribute properties to animals than…
Descriptors: Child Development, Cognitive Development, Animals, Plants (Botany)
Hadley, Elizabeth B.; Dickinson, David K.; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick – Reading Research Quarterly, 2019
In this study, the authors examined the impact of a vocabulary intervention designed to support vocabulary depth, or the building of semantic networks, in preschool children (n = 30). The authors further investigated the effect of specific instructional strategies on growth in vocabulary depth. The intervention employed shared book reading and…
Descriptors: Semantics, Networks, Vocabulary Development, Taxonomy
Emberson, Lauren L.; Loncar, Nicole; Mazzei, Carolyn; Treves, Isaac – Journal of Child Language, 2019
Learners preferentially interpret novel nouns at the basic level ('dog') rather than at a more narrow level ('Labrador'). This 'basic-level bias' is mitigated by statistics: children and adults are more likely to interpret a novel noun at a more narrow label if they witness 'a suspicious coincidence' -- the word applied to three exemplars of the…
Descriptors: Vocabulary Development, Nouns, Language Processing, Inferences
Hadley, Elizabeth B.; Dickinson, David K.; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick – Grantee Submission, 2018
In this study, the authors examined the impact of a vocabulary intervention designed to support vocabulary depth, or the building of semantic networks, in preschool children (n = 30). The authors further investigated the effect of specific instructional strategies on growth in vocabulary depth. The intervention employed shared book reading and…
Descriptors: Semantics, Networks, Vocabulary Development, Taxonomy
Julien, Catherine; Bouchard, Caroline; Leblond, Jean; Sylvestre, Audette – First Language, 2021
Language difficulties are frequently characterized by a significantly lower mean length of utterances (MLU) among children experiencing neglect. More opportunities to experience positive interactions, such as in early childhood education (ECE) settings, could help increase these children's MLU. This study aims to examine the relationship between…
Descriptors: Language Impairments, Child Neglect, Preschool Children, Speech Communication
Herodotou, Christothea – British Journal of Educational Technology, 2018
A popular activity among young children is the use of mobile devices and apps. Yet, the impact of mobile devices on learning and development is rather underexplored. The limited studies identified explore effects on literacy development and communication and report on mixed findings. A considerable gap is observed as to how the use of mobile apps…
Descriptors: Telecommunications, Handheld Devices, Educational Technology, Technology Uses in Education
Verdine, Brian N.; Lucca, Kelsey R.; Golinkoff, Roberta M.; Hirsch-Pasek, Kathryn.; Newcombe, Nora S. – Grantee Submission, 2016
How do toddlers learn the names of geometric forms? Previous work suggests that preschoolers have fragmentary knowledge and that defining properties are not understood until well into elementary school. The current study investigated when children first begin to understand shape names and how they apply those labels to unusual instances. We tested…
Descriptors: Young Children, Geometric Concepts, Toddlers, Naming
Birgül, Arzu Ergisi; Zeteroglu, Elvan Sahin; Derman, Meral Taner – Universal Journal of Educational Research, 2017
The aim of this study is to examine the effect of the activities enhanced concerning time concept on time concept acquisition of children. The research is a quantitative study in experimental model with pretest-posttest control group aiming to examine the effect of the activities enhanced concerning time concept on time concept acquisition of…
Descriptors: Time Perspective, Concept Formation, Control Groups, Experimental Groups