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Direct linkBlums, Angela; Belsky, Jay; Grimm, Kevin; Chen, Zhe – Journal of Cognition and Development, 2017
The present study examined whether and how socioeconomic status (SES) predicts school achievement in science, technology, engineering, and math (STEM) using structural equation modeling and data from the National Institute of Child Health and Human Development Study of Child Care and Youth Development. The present inquiry addresses gaps in…
Descriptors: Socioeconomic Status, Cognitive Ability, Mathematics Achievement, Science Achievement
Ebert, Susanne – Journal of Cognition and Development, 2015
This study investigated the longitudinal relation between children's theory of mind and their metacognitive knowledge with a special focus on the impact of language on this relation. Measures of theory-of-mind understanding and metamemory knowledge were assessed in 133 3-year-old children at 4 measurement points separated by half-year intervals.…
Descriptors: Metacognition, Theory of Mind, Language Acquisition, Nonverbal Ability
