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Best, John R.; Miller, Patricia H.; Jones, Lara L. – Developmental Review, 2009
Research and theorizing on executive function (EF) in childhood has been disproportionately focused on preschool age children. This review paper outlines the importance of examining EF throughout childhood, and even across the lifespan. First, examining EF in older children can address the question of whether EF is a unitary construct. The…
Descriptors: Research Needs, Children, Short Term Memory, Cognitive Development
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Richmond, Jenny; Nelson, Charles A. – Developmental Review, 2007
The medial temporal lobe memory system matures relatively early and supports rudimentary declarative memory in young infants. There is considerable development, however, in the memory processes that underlie declarative memory performance during infancy. Here we consider age-related changes in encoding, retention, and retrieval in the context of…
Descriptors: Infants, Brain, Memory, Cognitive Development
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Gibbs, John C.; Basinger, Karen S.; Grime, Rebecca L.; Snarey, John R. – Developmental Review, 2007
This article revisits Kohlberg's cognitive developmental claims that stages of moral judgment, facilitative processes of social perspective-taking, and moral values are commonly identifiable across cultures. Snarey [Snarey, J. (1985). "The cross-cultural universality of social-moral development: A critical review of Kohlbergian research."…
Descriptors: Maturity (Individuals), Moral Values, Value Judgment, Moral Development
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Corrigan, Roberta; Denton, Peggy – Developmental Review, 1996
Argues that causal understanding is a developmental primitive: children develop core concepts of causality at a very early age, causality plays a necessary role in subsequent development across many domains, and basic causal processes can be activated automatically or implicitly. (HTH)
Descriptors: Attribution Theory, Cognitive Development, Cognitive Processes, Concept Formation
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Blasi, Augusto; Glodis, Kimberly – Developmental Review, 1995
Provides a basis from which to critically examine contemporary identity research, by offering a definition of identity, a constructive criticism of the subject approach, and an empirical approach to studying sense of identity. The empirical approach is based on conceptually sound ideas and leads to important questions about identity modes and the…
Descriptors: Cognitive Development, Cognitive Processes, Definitions, Developmental Stages
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Fenstermacher, Susan K.; Saudino, Kimberly J. – Developmental Review, 2006
Because early theoretical frameworks such as Piaget's stage model and social learning theory sought to explain the development and performance of imitation in terms of overall group trends, any evidence for individual differences in this behavior was until recently largely overlooked. Results of contemporary imitation studies have not only begun…
Descriptors: Learning Theories, Developmental Stages, Socialization, Imitation
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Duncan, Robert M. – Developmental Review, 1995
Responds to calls for combining the ideas of Piaget and Vygotsky, discussing differences between the two perspectives. Notes that differences are found in underlying assumptions about the nature and process of development, philosophy, stages of development, developmental influences, and the integrity of cognitive structures. Suggests that, given…
Descriptors: Cognitive Development, Cognitive Processes, Comparative Analysis, Developmental Stages
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Glassman, Michael – Developmental Review, 1995
Addresses the extent to which differences in Piagetian and Vygotskyan psychologies make their theories incompatible. Differences result from a Vygotskyan belief in a material primary cause for development; Piagetians do not hold this view. Explores this difference in perspective, concluding that, despite it, the two approaches are compatible. (JW)
Descriptors: Cognitive Development, Cognitive Processes, Comparative Analysis, Developmental Stages
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Hayne, Harlene – Developmental Review, 2004
When asked to recall their earliest personal memories, most children and adults have virtually no recollection of their infancy or early childhood. This phenomenon is commonly referred to as childhood amnesia. The fate of our earliest memories has puzzled psychologists for over 50 years, particularly in light of the importance of early experience…
Descriptors: Infants, Memory, Cognitive Development, Cognitive Psychology
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Carpendale, Jeremy I. M. – Developmental Review, 2000
Maintains that although Kohlberg emphasized the importance of perspective taking in moral reasoning, his view of developmental stages is inconsistent with this position. Argues that a modification of Kohlberg's conception of stages drawing on Piagetian theory would result in a view of moral reasoning as a process of coordinating all perspectives…
Descriptors: Adolescents, Children, Cognitive Development, Developmental Stages
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Jansen, Brenda R. J.; Van der Maas, Han L. J. – Developmental Review, 2001
Two experiments used a formal model of developmental discontinuity derived from catastrophe theory to test whether the transition from Rule I to Rule II on the balance scale task proceeds discontinuously from ages 6 to 10, focusing on five catastrophe flags. Found that bimodality, inaccessible region, hysteresis, and sudden jump were clearly…
Descriptors: Child Development, Children, Cognitive Development, Developmental Continuity
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Miller, Scott A. – Developmental Review, 2000
Reviews research relevant to children's understanding of pervasive, naturally occurring individual differences in thoughts and beliefs. Identifies developmental changes for each form of understanding: false belief, origins of knowledge, ambiguity, explicit judgments of knowledge, communication, and information seeking. Argues that considering…
Descriptors: Age Differences, Ambiguity, Beliefs, Childhood Attitudes
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Glassman, Michael; Zan, Betty – Developmental Review, 1995
Explores developmental issues regarding domain theory, a theory explaining moral development. Concludes that this theory does not explain how domains of moral reasoning and behavior evolve, neglects social and historical aspects of domain development, and does not recognize the effects of individual differences on domains. (JW)
Descriptors: Cognitive Development, Cognitive Processes, Cultural Influences, Developmental Stages
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Trickett, Penelope K.; McBride-Chang, Catherine – Developmental Review, 1995
Reviews and integrates research on the short-term and long-term impact of different forms of child maltreatment. Notes that scant studies concerning physical and motor development suggest psychobiological consequences of abuse; studies on social and emotional development indicate significant impact of abuse; and studies of cognitive/academic…
Descriptors: Academic Achievement, Adolescents, Child Abuse, Child Neglect