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Kelly S. Mix; Angelica Alonso; Jung-Jung Lee; Milagros Urioste-Resta; Natasha Cabrera; Stephanie Reich – Journal of Cognition and Development, 2024
The present study examined patterns of number-related utterances and actions directed to 9-month-old infants by their parents. An ethnically and economically diverse sample of 86 families participated in structured play sessions conducted separately with the mothers and fathers of each infant. Data were coded for eight math talk categories, and…
Descriptors: Parents, Infants, Parent Child Relationship, Numeracy
McLoughlin, Niamh; Jacob, Ciara; Samrow, Petal; Corriveau, Kathleen H. – Journal of Cognition and Development, 2021
We explored the role of parental testimony in children's developing beliefs about the ontological status of typically unobservable phenomena. US parents and their 5- to 7-year-old children (N = 25 dyads) separately rated their confidence in the existence of scientific and religious unobservable entities (e.g., germs, angels), and were invited to…
Descriptors: Beliefs, Linguistic Input, Cues, Parents
Wilson, Kyra; Frank, Michael C.; Fourtassi, Abdellah – Journal of Cognition and Development, 2023
In order for children to understand and reason about the world in an adult-like fashion, they need to learn that conceptual categories are organized in a hierarchical fashion (e.g., a dog is also an animal). While children learn from their first-hand observation of the world, social knowledge transmission via language can also play an important…
Descriptors: Cues, Linguistic Input, Language Acquisition, Speech Communication
Lawson, Chris A.; Fisher, Anna V.; Rakison, David H. – Journal of Cognition and Development, 2015
Young children are able to categorize animals on the basis of unobservable features such as shared biological properties (e.g., bones). For the most part, children learn about these properties through explicit verbalizations from others. The present study examined how such input impacts children's learning about the properties of categories. In a…
Descriptors: Toddlers, Animals, Classification, Prediction
Wilbourn, Makeba Parramore; Sims, Jacqueline Prince – Journal of Cognition and Development, 2013
In the early stages of word learning, children demonstrate considerable flexibility in the type of symbols they will accept as object labels. However, around the 2nd year, as children continue to gain language experience, they become focused on more conventional symbols (e.g., words) as opposed to less conventional symbols (e.g., gestures). During…
Descriptors: Generalization, Toddlers, Nonverbal Communication, Linguistic Input
Morris, Bradley J. – Journal of Cognition and Development, 2008
Why is it that young children use connectives correctly in conversation, yet frequently err when asked to use the same connectives in formal reasoning? One possibility is that connective acquisition is item-based in which usage rules are induced from natural language input. This possibility was evaluated by examining the correspondence between the…
Descriptors: Language Patterns, Linguistic Input, Natural Language Processing, Speech Communication