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Xiuyuan Zhang; Brandon A. Carrillo; Ariana Christakis; Julia A. Leonard – Child Development, 2025
Learning takes time: Performance usually starts poorly and improves with practice. Do children intuit this basic phenomenon of skill learning? In preregistered Experiment 1 (n = 125; 54% female; 48% White; collected 2022-2023), US 7- to 8-year-old children predicted improved performance, 5- to 6-year-old children predicted flat performance, and…
Descriptors: Young Children, Child Development, Skill Development, Predictor Variables
Beisert, Miriam; Daum, Moritz M. – Child Development, 2021
An inherent component of tool-use actions is the transformation of the user's operating movement into the desired effect. In this study, the relevance of this transformation for young children's learning of tool-use actions was investigated. Sixty-four children at the age of 27-30 months learned to use levers which either simply extended…
Descriptors: Young Children, Equipment, Task Analysis, Learning Processes
Viridiana L. Benitez; Ye Li – Language Learning and Development, 2024
Cross-situational word learning, the ability to decipher word-referent links over multiple ambiguous learning events, has been documented across development and proposed to be key to vocabulary acquisition. However, this work has largely focused on learning from one-to-one structure, where each referent is consistently linked with a single label.…
Descriptors: Vocabulary Development, Preschool Children, Young Children, Adults
Bejjanki, Vikranth R.; Randrup, Emily R.; Aslin, Richard N. – Developmental Science, 2020
Human adults are adept at mitigating the influence of sensory uncertainty on task performance by integrating sensory cues with learned prior information, in a Bayes-optimal fashion. Previous research has shown that young children and infants are sensitive to environmental regularities, and that the ability to learn and use such regularities is…
Descriptors: Young Children, Sensory Experience, Cues, Learning Processes
Floyd, Sammy; Goldberg, Adele E. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2021
Many words are associated with more than a single meaning. Words are sometimes "ambiguous," applying to unrelated meanings, but the majority of frequent words are "polysemous" in that they apply to multiple "related" meanings. In a preregistered design that included 2 tasks, we tested adults' and 4.5- to 7-year-old…
Descriptors: Vocabulary Development, Semantics, Task Analysis, Correlation
White, Michelle Jennifer; Southwood, Frenette; Huddlestone, Kate – First Language, 2023
Afrikaans is a West Germanic language that originated in South Africa as a descendent of Dutch. It displays discontinuous sentential negation (SN), where negation is expressed by two phonologically identical negative particles that appear in two different positions in the sentence. The negation system is argued to be an innovation that came about…
Descriptors: Morphemes, Language Acquisition, Indo European Languages, Standard Spoken Usage
Tolins, Jackson; Namiranian, Neda; Akhtar, Nameera; Fox Tree, Jean E. – First Language, 2017
Children successfully learn words through overhearing others engaged in verbal interactions. The current studies investigated the degree to which four-year-old overhearers are influenced by the response behaviors of addressees and by the interactional pattern of the speakers and addressees. It was found that while addressee responses on their own…
Descriptors: Young Children, Language Acquisition, Vocabulary Development, Dialogs (Language)
Jamie J. Jirout; Sierra Eisen; Zoe S. Robertson; Tanya M. Evans – Grantee Submission, 2022
Play is a powerful influence on children's learning and parents can provide opportunities to learn specific content by scaffolding children's play. Parent-child synchrony (i.e., harmony, reciprocity and responsiveness in interactions) is a component of parent-child interactions that is not well characterized in studies of play. We tested whether…
Descriptors: Play, Mothers, Parent Child Relationship, Executive Function
Subiaul, Francys; Patterson, Eric M.; Schilder, Brian; Renner, Elizabeth; Barr, Rachel – Developmental Science, 2015
In contrast to other primates, human children's imitation performance goes from low to high fidelity soon after infancy. Are such changes associated with the development of other forms of learning? We addressed this question by testing 215 children (26-59 months) on two social conditions (imitation, emulation)--involving a demonstration--and two…
Descriptors: Young Children, Child Development, Imitation, Learning Processes
Nielsen, Mark – Infant and Child Development, 2013
Past research has shown that children will copy the actions of adults with high fidelity, even actions that are obviously causally irrelevant to the modelled outcome. However, this phenomenon has always been documented in cases where a clear functional outcome has been brought about (e.g. getting a box open to retrieve a toy). Here, we demonstrate…
Descriptors: Young Children, Imitation, Socialization, Experiments
Ng, Oi-Lam; Sinclair, Nathalie – ZDM: The International Journal on Mathematics Education, 2015
In this paper, we investigate children's learning of reflectional symmetry in a dynamic geometry environment. Through a classroom-based intervention involving two 1-h lessons, we analyse the changes in the children's thinking about reflectional symmetry: first, they developed dynamic and embodied ways of thinking about symmetry after working with…
Descriptors: Young Children, Abstract Reasoning, Thinking Skills, Attitude Change
Riggs, Anne E.; Kalish, Charles W.; Alibali, Martha W. – Developmental Psychology, 2014
In any learning situation, children must decide the level of generality with which to encode information. Cues to generality may affect children's memory for different components of a learning episode. In this research, we investigated whether 1 cue to generality, generic language, affects children's memory for information about social categories…
Descriptors: Preschool Children, Young Children, Memory, Coding
Zrinzo, Michelle; Greer, R. Douglas – Psychological Record, 2013
Prior research has demonstrated the establishment of reinforcers for learning and maintenance with young children as a function of social learning where a peer and an adult experimenter were present. The presence of an adult experimenter was eliminated in the present study to test if the effect produced in the prior studies would occur with only…
Descriptors: Intervention, Behavior Modification, Maintenance, Socialization
Moriguchi, Yusuke; Evans, Angela D.; Hiraki, Kazuo; Itakura, Shoji; Lee, Kang – Journal of Experimental Child Psychology, 2012
Prior research has documented that Japanese children's performance on the Dimensional Change Card Sorting (DCCS) task can be influenced by their observation of another person completing the task, which is referred to as social transmission of disinhibition. The current study explored whether Canadian children would also show a social transmission…
Descriptors: Cultural Differences, Foreign Countries, Cognitive Ability, Asians
Kidd, Evan – Developmental Psychology, 2012
This article reports on an individual differences study that investigated the role of implicit statistical learning in the acquisition of syntax in children. One hundred children ages 4 years 5 months through 6 years 11 months completed a test of implicit statistical learning, a test of explicit declarative learning, and standardized tests of…
Descriptors: Learning Processes, Language Acquisition, Syntax, Language Patterns
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