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Computational Models of Relational Processes in Cognitive Development
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Halford, Graeme S.; Andrews, Glenda; Wilson, William H.; Phillips, Steven – Cognitive Development, 2012
Acquisition of relational knowledge is a core process in cognitive development. Relational knowledge is dynamic and flexible, entails structure-consistent mappings between representations, has properties of compositionality and systematicity, and depends on binding in working memory. We review three types of computational models relevant to…
Descriptors: Computation, Models, Cognitive Development, Cognitive Processes
Young Children Show a Dissociation in Looking and Pointing Behavior in Falling Events
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Lee, Vivian; Kuhlmeier, Valerie A. – Cognitive Development, 2013
Studies of social cognitive reasoning have demonstrated instances of children engaging in eye gaze patterns toward correct answers even when pointing or verbal responses are directed toward incorrect answers. Findings such as these have spawned seminal theories, yet no consensus has been reached regarding the characteristics of the knowledge…
Descriptors: Toddlers, Social Cognition, Eye Movements, Nonverbal Communication
Why Won't You Do What I Want? The Informative Failures of Children and Models
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Chatham, Christopher H.; Yerys, Benjamin E.; Munakata, Yuko – Cognitive Development, 2012
Computational models are powerful tools--too powerful, according to some. We argue that the idea that models can "do anything" is wrong, and we describe how their failures have been informative. We present new work showing surprising diversity in the effects of feedback on children's task-switching, such that some children perseverate despite this…
Descriptors: Failure, Computation, Models, Neurology
Using Finite Mixture of GLMs to Explore Variability in Children's Flexibility in a Task-Switching Paradigm
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Dauvier, Bruno; Chevalier, Nicolas; Blaye, Agnes – Cognitive Development, 2012
The present study illustrates the usefulness of finite mixture of generalized linear models (GLMs) to examine variability in cognitive strategies during childhood. More precisely, it addresses this variability in set-shifting situations where task-goal updating is endogenously driven. In a task-switching paradigm 5-6-year-olds had to switch…
Descriptors: Young Children, Cognitive Processes, Statistical Analysis, Models
Asymmetrical Switch Costs in Children
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Ellefson, Michelle R.; Shapiron, Laura R.; Chater, Nick – Cognitive Development, 2006
Switching between tasks produces decreases in performance as compared to repeating the same task. Asymmetrical switch costs occur when switching between two tasks of unequal difficulty. This asymmetry occurs because the cost is greater when switching to the less difficult task than when switching to the more difficult task. Various theories about…
Descriptors: Children, Difficulty Level, Adults, Age Differences
The Developmental Change of Young Pupils' Metacognitive Ability in Mathematics in Relation to Their Cognitive Abilities
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Panaoura, Areti; Philippou, George – Cognitive Development, 2007
Metacognition is a multidimensional construct with two main dimensions: knowledge about cognition and regulation of cognition. The present study aimed to model the development of young pupils' metacognitive abilities in mathematics in relation to processing efficiency, working memory and mathematical performance. We developed instruments measuring…
Descriptors: Cognitive Ability, Metacognition, Short Term Memory, Cognitive Development