Children perform worse than adults on tests of cognitive flexibility, which is a component of executive function. To assess what aspects of a cognitive flexibility task (cued switching) children have difficulty with, investigators tested where eye gaze diverged over age. Eye-tracking was used as a proxy for attention during the preparatory period…

Theory of mind (ToM) allows children to achieve success in the social world by understanding others' minds. A study with 3- to 12-year-olds, however, demonstrates that gains in ToM are linked to decreases in children's desire to engage in performative behaviors associated with health and well-being, such as singing and dancing. One hundred and…

The influence of family, school, and religious social contexts on the mental health of Black adolescents has been understudied. This study used Durkheim's social integration theory to examine these associations in a nationally representative sample of 1,170 Black adolescents, ages 13-17. Mental health was represented by positive and negative…

The performance of the older subjects (10 years and up) was facilitated by the organizational cues, whereas that of younger subjects was not. (Author)

Results of the present study confirm the importance of the contingency variable in experiments dealing with the effect of supportive comment upon children's performance. (Author)

Two major implications of this study are that repeated testing is a necessity for young children, and that repeated contrasts may provide a more accurate assessment of phonological discrimination ability in children. (Authors/MB)

When high anxious mothers administered tasks to their children, they facilitated the task performance of their daughters but were strongly detrimental to that of their sons. Low anxious mothers chose more difficult tasks for sons than for daughters, and they facilitated the task performance of sons more than that of daughters. (Authors/RY)

Research combined an experimental analysis of the cue properties of evaluative comments with a naturalistic account of the functions that such events serve in everyday interchanges. (Authors)

Study compares the effects of different conditions which imply reversibility on children's judgments of conservation of quantity. (Authors)

A 32-item test battery was administered to 154 male and female elementary school students to describe the static balance ability of 6- to 9-year-old children. Body position, visual use, and one-footed static base of support were found to affect subjects' balance performance. (Author/RH)

The relation of CA, MA, and IQ to conservation was examined by comparing the performance of bright, normal, and retarded children matched on the critical MA of six years. (Author)

In three experiments involving sets containing from 2z to 19 objects, preschool children gave the last counted word as the answer to the question "How many objects are there?" The relationship between children's answering with the last counted word to a how-many question and counting accurately varied with set size. (Author/RH)

Across three experiments involving four-, five-, and six-year-olds, the same pattern of ability to sequence events was found: familiar events in forward order were the easiest to sequence, then unfamiliar events in forward order, familiar events in backward order, and finally unfamiliar events in backward order. (Author/RH)

To examine the hypothesis that children's difficulties on traditional perspective-taking tasks are in part due to intellectual realism (inappropriately including what is known to exist in a representation of what is seen), 60 three-, four-, and five-year-old children were asked to select representations of various arrangements of blocks.…