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Kim, Dan; Opfer, John E. – Developmental Psychology, 2020
Kim and Opfer (2017) found that number-line estimates increased approximately logarithmically with number when an upper bound (e.g., 100 or 1000) was explicitly marked (bounded condition) and when no upper bound was marked (unbounded condition). Using procedural suggestions from Cohen and Ray (2020), we examined whether this logarithmicity might…
Descriptors: Computation, Cognitive Development, Numbers, Cognitive Processes
Zupan, Zorana; Blagrove, Elisabeth L.; Watson, Derrick G. – Developmental Psychology, 2023
By approximately 6 years of age, children can use time-based visual selection to ignore stationary stimuli, already in the visual field and prioritize the selection of newly arriving stimuli. This ability can be studied using preview search, a version of the visual search paradigm with an added temporal component, in which one set of distractors…
Descriptors: Age Differences, Visual Stimuli, Comparative Analysis, Adults
McQuillan, Maureen E.; Bates, John E.; Staples, Angela D.; Hoyniak, Caroline P.; Rudasill, Kathleen M.; Molfese, Victoria J. – Developmental Psychology, 2021
The present study examined individual differences in the development of sustained attention across toddlerhood, as well as how these individual differences related to the development of language and sleep. Toddlers (N = 314; 54% male) were assessed at 30, 36, and 42 months using multiple measures of attention, a standardized language assessment,…
Descriptors: Toddlers, Individual Differences, Attention Span, Age Differences
Mairon, Noam; Abramson, Lior; Knafo-Noam, Ariel; Perry, Anat; Nahum, Mor – Developmental Psychology, 2023
Empathy and executive functions (EFs) are multimodal constructs that enable individuals to cope with their environment. Both abilities develop throughout childhood and are known to contribute to social behavior and academic performance in young adolescents. Notably, mentalizing and EF activate shared frontotemporal brain areas, which in previous…
Descriptors: Empathy, Correlation, Twins, Longitudinal Studies
Eisenberg, Nancy – Developmental Psychology, 2020
In this commentary, I delineate several questions raised by the Hammond and Drummond (2019) paper: (a) to why there seems to be an association between state positive emotion and prosocial behavior in young children, and if and how early positively tinged prosocial behavior provides a pathway to (b) later prosocial behavior more generally…
Descriptors: Prosocial Behavior, Positive Attitudes, Psychological Patterns, Young Children
Gonzalez, Sandy L.; Campbell, Julie M.; Marcinowski, Emily C.; Michel, George F.; Coxe, Stefany; Nelson, Eliza L. – Developmental Psychology, 2020
Prior work has found links between consistency in toddler handedness for the fine motor skill role-differentiated bimanual manipulation (RDBM), and language development at 2 and 3 years of age. The current study investigated whether consistency in handedness from 18 to 24 months (N = 90) for RDBM predicts receptive and expressive language…
Descriptors: Preschool Children, Toddlers, Handedness, Psychomotor Skills
Eason, Arianne E.; Doctor, Daniel; Chang, Ellen; Kushnir, Tamar; Sommerville, Jessica A. – Developmental Psychology, 2018
Our social world is rich with information about other people's choices, which subsequently inform our inferences about their future behavior. For individuals socialized within the American cultural context, which places a high value on autonomy and independence, outcomes that are the result of an agent's own choices may hold more predictive value…
Descriptors: Infants, Expectation, Behavior, Individual Differences
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
Neubauer, Andreas B.; Dirk, Judith; Schmiedek, Florian – Developmental Psychology, 2019
Elementary schoolchildren's working memory performance (WMP) fluctuates from moment to moment and day to day, yet the underlying mechanisms are not well understood. In the present study, affective states were investigated as predictors of these fluctuations. Interindividual differences in the intraindividual affect--WMP associations were expected,…
Descriptors: Elementary School Students, Short Term Memory, Individual Differences, Predictor Variables
Ehm, Jan-Henning; Hasselhorn, Marcus; Schmiedek, Florian – Developmental Psychology, 2019
The association between academic self-concept and achievement is assumed to be reciprocal. Typically, the association is analyzed by variants of the classical cross-lagged panel model. Results with more recently developed methodological approaches, for example, the random intercept cross-lagged panel model, its continuous-time implementation, and…
Descriptors: Child Development, Self Concept, Elementary School Students, Children
Bakker, Merel; Torbeyns, Joke; Verschaffel, Lieven; De Smedt, Bert – Developmental Psychology, 2023
Children start preschool with large individual differences in their early numerical abilities. Little is known about the importance of heterogeneous patterns that exist within these individual differences. A person-centered analytic approach might be helpful to unravel these patterns and the cognitive and environmental factors that are associated…
Descriptors: Longitudinal Studies, Mathematics Instruction, Mathematics Achievement, Preschool Education
Galambos, Nancy L.; Johnson, Matthew D.; Krahn, Harvey J. – Developmental Psychology, 2018
Six waves of data from 944 Canadian high school seniors surveyed for 25 years (age 18 to 43) were analyzed to compare three models of the temporal associations between expressed anger and depressive symptoms (anger [right arrow] depression; depression [right arrow] anger; anger [left right arrow] depression) and a between-persons differences only…
Descriptors: Foreign Countries, High School Seniors, Correlation, Psychological Patterns
Friedman, Naomi P.; Miyake, Akira; Altamirano, Lee J.; Corley, Robin P.; Young, Susan E.; Rhea, Sally Ann; Hewitt, John K. – Developmental Psychology, 2016
Executive functions (EFs)--the higher level cognitive abilities that enable us to control our own thoughts and actions--continue to develop into early adulthood, yet no longitudinal study has examined their stability during the important life transition from late adolescence to young adulthood. In this twin study (total N = 840 individuals from…
Descriptors: Executive Function, Late Adolescents, Young Adults, Twins
Braham, Emily J.; Libertus, Melissa E.; McCrink, Koleen – Developmental Psychology, 2018
Little is known about whether and how parents can foster their children's spontaneous focus on number, an unprompted measure of attention to small numbers of objects that predicts later math achievement. In the current study, we asked 54 preschool-aged children and their parents to play together in a children's museum exhibit using either a…
Descriptors: Museums, Parent Child Relationship, Control Groups, Mathematics Achievement
Lyons, Michael J.; Panizzon, Matthew S.; Liu, Weijian; McKenzie, Ruth; Bluestone, Noah J.; Grant, Michael D.; Franz, Carol E.; Vuoksimaa, Eero P.; Toomey, Rosemary; Jacobson, Kristen C.; Reynolds, Chandra A.; Kremen, William S.; Xian, Hong – Developmental Psychology, 2017
In this longitudinal study we examined the stability of general cognitive ability (GCA), as well as heterogeneity and genetic and environmental influences underlying individual differences in change. We investigated GCA from young adulthood through late midlife in 1,288 Vietnam Era Twin Study of Aging participants at ages ~20, ~56, and ~62 years.…
Descriptors: Twins, Genetics, Longitudinal Studies, Correlation