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Aschersleben, Gisa; Henning, Anne; Daum, Moritz M. – Cognitive Development, 2013
Research on early physical reasoning has shown surprising discontinuities in developmental trajectories. Infants possess some skills that seem to disappear and then re-emerge in childhood. It has been suggested that prediction skills required in search tasks might cause these discontinuities (Keen, 2003). We tested 3.5- to 5-year-olds'…
Descriptors: Cognitive Processes, Prediction, Preschool Children, Infants
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Gola, Alice Ann Howard – Cognitive Development, 2012
An experimental study investigated the effect of the type of mental verb input (i.e., input with "think", "know", and "remember") on preschoolers' theory of mind development. Preschoolers (n = 72) heard 128 mental verb utterances presented in video format across four sessions over two weeks. The training conditions differed only in the way the…
Descriptors: Theory of Mind, Video Technology, Verbs, Preschool Children
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Garon, Nancy M.; Longard, Julie; Bryson, Susan E.; Moore, Chris – Cognitive Development, 2012
This study explored factors underlying preschoolers' ability to make future-oriented choices. In a delay-of-gratification choice task, quantity and visibility of the reward was systematically varied. Participants included 90 typically developing children aged 2-4 years. Children made more choices to delay gratification as the quantity of the…
Descriptors: Delay of Gratification, Age Differences, Rewards, Decision Making
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Saylor, Megan M.; Sabbagh, Mark A.; Fortuna, Alexandra; Troseth, Georgene – Cognitive Development, 2009
In two studies, we investigated preschoolers' ability to use others' preferences to learn names for things. Two studies demonstrated that preschool children make smart use of others' preferences. In the first study, preschool children only used information about others' preferences when they were clearly linked to referential intentions. The…
Descriptors: Preschool Children, Cognitive Development, Learning Strategies, Intention
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McCormack, Teresa; Hanley, Mary – Cognitive Development, 2011
Four- and five-year-olds completed two sets of tasks that involved reasoning about the temporal order in which events had occurred in the past or were to occur in the future. Four-year-olds succeeded on the tasks that involved reasoning about the order of past events but not those that involved reasoning about the order of future events, whereas…
Descriptors: Cognitive Development, Children, Preschool Children, Task Analysis
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Goksun, Tilbe; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick – Cognitive Development, 2010
Upon witnessing a causal event, do children's gestures encode causal knowledge that (a) does not appear in their linguistic descriptions or (b) conveys the same information as their sentential expressions? The former use of gesture is considered supplementary; the latter is considered reinforcing. Sixty-four English-speaking children aged 2.5-5…
Descriptors: Sentence Structure, Nonverbal Communication, Preschool Children, Speech Communication
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Guerrero, Silvia; Enesco, Ileana; Lago, Oliva; Rodriguez, Purificacion – Cognitive Development, 2010
Studies of the development of racial awareness have used--albeit asystematically--stimuli of varying degrees of realism (dolls, drawings, photographs). Although researchers have weighed the advantages and disadvantages of using one or the other type of material with young children, there are no empirical studies that determine whether the nature…
Descriptors: Cues, Racial Attitudes, Preschool Children, Foreign Countries
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Metcalf, Jennifer L.; Atance, Cristina M. – Cognitive Development, 2011
Using a new paradigm for measuring children's saving behaviors involving two marble games differing in desirability, we assessed whether 3-, 4-, and 5-year-olds saved marbles for future use, saved increasingly on a second trial, saved increasingly with age, and were sensitive to the relative value of future rewards. We also assessed whether…
Descriptors: Theory of Mind, Models, Rewards, Cognitive Development
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Sobel, David M.; Buchanan, David W. – Cognitive Development, 2009
Previous research has shown that preschoolers extend labels and internal properties of objects based on those objects' causal properties, even when the causal properties conflict with the objects' perceptual appearance [Nazzi, T., & Gopnik, A. (2000). "A shift in children's use of perceptual and causal cues to categorization." "Developmental…
Descriptors: Cues, Conflict, Preschool Children, Classification
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Sobel, David M.; Sommerville, Jessica A. – Cognitive Development, 2009
Shown commensurate actions and information by an adult, preschoolers' causal learning was influenced by the pedagogical context in which these actions occurred. Four-year-olds who were provided with a reason for an experimenter's action relevant to learning causal structure showed more accurate causal learning than children exposed to the same…
Descriptors: Preschool Children, Learning Processes, Cognitive Development, Child Development
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Rakoczy, Hannes; Warneken, Felix; Tomasello, Michael – Cognitive Development, 2009
We investigated preschoolers' selective learning from models that had previously appeared to be reliable or unreliable. Replicating previous research, children from 4 years selectively learned novel words from reliable over unreliable speakers. Extending previous research, children also selectively learned other kinds of acts--novel games--from…
Descriptors: Social Cognition, Preschool Children, Credibility, Learning Processes
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Duemmler, Thomas; Schoeberl, Petra; Schwarzer, Gudrun – Cognitive Development, 2008
Adults assess precisely the center of mass (CM) of single-bodied objects and choose grasping points that span an axis through or close to the center of mass when lifting them. The present study examined how children and adults assess the CM when lifting two-bodied objects (barbells) and how this ability develops. Four- to five-year olds, 6- to…
Descriptors: Preschool Children, Adults, Children, Cognitive Development
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Mar, Raymond A.; Tackett, Jennifer L.; Moore, Chris – Cognitive Development, 2010
Exposure to different forms of narrative media may influence children's development of theory-of-mind. Because engagement with fictional narratives provides one with information about the social world, and possibly draws upon theory-of-mind processes during comprehension, exposure to storybooks, movies, and television may influence theory-of-mind…
Descriptors: Childrens Literature, Childrens Television, Cognitive Development, Cognitive Processes
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Shtulman, Andrew – Cognitive Development, 2009
The ability to differentiate possible events from impossible ones is an invaluable skill when reasoning about claims that transcend the perceptual evidence at hand, yet preschool-aged children do not readily make this differentiation when reasoning about physically extraordinary events [Shtulman, A., & Carey, S. (2007). "Improbable or impossible?…
Descriptors: Adults, Child Development, Preschool Children, Cognitive Development
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Sobel, David M. – Cognitive Development, 2007
Two experiments investigated preschoolers' understanding of the relation between pretending and intentional action. In Experiment 1, both 3- and 4-year olds recognized that characters whose actions were intended as pretense were pretending. However, children also judged that characters whose actions gave them the appearance of an entity…
Descriptors: Preschool Children, Intention, Child Development, Cognitive Development
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