Developmental psychology focuses on how psychological constructs change with age. In cognitive development research, however, the specifics of this emergence is often underspecified. Researchers often provisionally assume linear growth by including chronological age as a predictor in regression models. In this work, we aim to evaluate this…

The present study cross-sectionally investigated proportional reasoning abilities in 5- to 9-year-old children (n = 185) before they received instruction in proportional reasoning. This study addressed two important aspects of the development of proportional reasoning that remain unclear in the current literature: (1) the age range in which it…

Intelligence (IQ) scores are used in educational and vocational planning for individuals with autism spectrum disorder (ASD) yet little is known about the stability of IQ throughout development. We examined longitudinal age-related IQ stability in 119 individuals with ASD (3-36 years of age at first visit) and 128 typically developing controls.…

Piaget's theory of stage structure is synonymous with discussions involving cognitive development. As with any theoretical model, researchers inevitably and rightly seek to affirm and/or contest the elements of the model presented. In this comparative study, students' performance across three hands-on engineering tasks for two distinct student…

During human childhood, brain development and body growth compete for limited metabolic resources, resulting in a trade-off where energy allocated to brain development can decrease as body growth accelerates. This preregistered study explores the relationship between language skills, serving as a proxy for brain development, and body mass index at…

While working memory (WM) is a powerful predictor for children's school outcomes, autistic children are more likely to experience delays. This study compared autistic children and their neurotypical peers' WM development over their elementary school years, including relative growth and period of plasticity. Using a nationally-representative…

Shared intentionality theory posits that at age 3, children expand their conception of plural agency to include 3- or more-person groups. We sought to determine whether this conceptual shift is detectable in children's pronoun use. We report the results of a series of Bayesian hierarchical generative models fitted to 479 English-speaking…

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…

Conservation and executive function (EF) are important early childhood skills; however, knowledge about their relationship is scarce. Hence, in this study, this relationship is investigated, and a comparison is conducted between the Piagetian conservation and EF tasks to obtain the total hemoglobin (mMmm) for the left and right brain activity in…

Scientific literature about neuromyths has proliferated in the last few years. However, there is a gap of knowledge around neuroedumyths. While neuromyths are based on hoaxes about the brain, neuroedumyths use neuroscientific concepts but state consequences for education that are false. This article presents, for the first time, research about…

Testing of previously studied information potentiates subsequent learning of new information, a phenomenon referred to as the "forward testing effect" (FTE). The current study aimed to investigate the developmental trajectory of the FTE and whether the reset-of-encoding process contributes to the FTE. Younger children, older children,…

The Neurosequential Model in Education (NME) is described as a developmentally sensitive and biologically respectful approach to development and learning. This paper postulates that the NME shares many commonalities with the Montessori Method in that it, too, is developmentally sensitive and adheres to biologically respectful concepts. This paper…

Spiritual maturity is the goal of Christian formation and is frequently understood through stages of faith development. Popular stage theories often lack diverse cultural representation and alone are insufficient in promoting spiritual maturity and resilience. Integrating elements of the developmental models of Lev Vygotsky and James Marcia…

This paper discusses the significance of personalised learning pedagogies in relation to developing new professional identities whilst pursuing a degree and facilitating student progression and retention. The data derived from conducting a case study focusing on culturally diverse cohorts of students completing a BSc (Hons) Counselling…

Differentiation hypotheses concern changes in the structural organization of cognitive abilities that depend on the level of general intelligence (ability differentiation) or age (developmental differentiation). Part 1 of this article presents a review of the literature on ability and developmental differentiation effects in children, revealing…