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Lillie Moffett; Henrike Moll; Lily FitzGibbon – Developmental Psychology, 2018
The capacity to plan ahead and provide the means for future ends is an important part of human practical reasoning. When this capacity develops in ontogeny is the matter of an ongoing debate. In this study, 4- and 5-year-olds performed a future planning task in which they had to create the means (a picture of a particular object, e.g., a banana)…
Descriptors: Preschool Children, Long Range Planning, Logical Thinking, Age Differences
Sim, Zi L.; Xu, Fei – Developmental Psychology, 2017
Constructivist views of cognitive development often converge on 2 key points: (1) the child's goal is to build large conceptual structures for understanding the world, and (2) the child plays an active role in developing these structures. While previous research has demonstrated that young children show a precocious capacity for concept and theory…
Descriptors: Generalization, Play, Preschool Children, Toddlers
Mohtasham, Mandana K.; Patterson, Allyson B.; Vennergrund, Katherine C.; Chen, Eileen; Pasnak, Robert – Early Child Development and Care, 2019
The importance of social-emotional competence, executive functioning, and behavioural recognition of patterns by young children is receiving increased attention from researchers, schools, parents, and teachers due to the beneficial outcomes of children who have skills in each. This paper presents studies of the correlations between these variables…
Descriptors: Executive Function, Emotional Development, Interpersonal Competence, Behavior Patterns
Ronfard, Samuel; Chen, Eva E.; Harris, Paul L. – Developmental Psychology, 2018
Although children often believe an adult's claims, they may have opportunities to check these claims by gathering relevant empirical evidence themselves. Here, we examine whether children seize such opportunities, especially when the claim is counterintuitive. Chinese preschool and elementary schoolchildren were presented with five different-sized…
Descriptors: Foreign Countries, Preschool Children, Elementary School Students, Cognitive Development
Fuhs, Mary Wagner; Nesbitt, Kimberly Turner; Jackson, Hannah – Journal of Education for Students Placed at Risk, 2018
Investments in preschool programs for children from disadvantaged backgrounds have historically been supported by research showing that these programs help children build school readiness skills and narrow the income-achievement gap. However, results from recent studies of the links between preschool participation and increases in school readiness…
Descriptors: Attendance, Preschool Children, Executive Function, Cognitive Development
Yuan, Lei; Uttal, David; Gentner, Dedre – Developmental Psychology, 2017
We propose that map reading can be construed as a form of analogical mapping. We tested 2 predictions that follow from this claim: First, young children's patterns of performance in map reading tasks should parallel those found in analogical mapping tasks; and, second, children will benefit from guided alignment instructions that help them see the…
Descriptors: Logical Thinking, Spatial Ability, Maps, Guidance
Lillie Moffett; Henrike Moll; Lily FitzGibbon – Grantee Submission, 2017
The capacity to plan ahead and provide the means for future ends is an important part of human practical reasoning. When this capacity develops in ontogeny is the matter of an ongoing debate. In this study, 4- and 5-year-olds performed a future planning task in which they had to create the means (a picture of a particular object, e.g., a banana)…
Descriptors: Preschool Children, Long Range Planning, Logical Thinking, Age Differences
Hurst, Michelle A.; Cordes, Sara – Developmental Psychology, 2018
When proportional information is pit against whole number numerical information, children often attend to the whole number information at the expense of proportional information (e.g., indicating 4/9 is greater than 3/5 because 4 > 3). In the current study, we presented younger (3- to 4-year-olds) and older (5- to 6-year-olds) children a task…
Descriptors: Abstract Reasoning, Numeracy, Age Differences, Preschool Children
Gorev, Pavel M.; Bichurina, Svetlana Y.; Yakupova, Rufiya M.; Khairova, Irina V. – International Journal of Environmental and Science Education, 2016
Cognitive development of personality can be considered as one of the key directions of preschool education presented in the world practice, where preschool programs are educational ones, and preschool education is the first level of the general education. Thereby the purpose of the research is to create a model of reliable estimation of cognitive…
Descriptors: Cognitive Development, Preschool Children, Foreign Countries, Personality Development
Atance, Cristina M.; Caza, Julian S. – Developmental Psychology, 2018
An important aspect of perspective-taking ability is the appreciation that mental states such as beliefs, desires, and knowledge change over time. The current study focused specifically on 3-, 4-, and 5-year-olds' understanding that they will have knowledge in the future that they do not currently possess--for example, that when they are…
Descriptors: Preschool Children, Evaluative Thinking, Knowledge Level, Change
Meissner, Tobias W.; Prüfer, Helen; Nordt, Marisa; Semmelmann, Kilian; Weigelt, Sarah – International Journal of Behavioral Development, 2018
We investigated the ability to detect a face among other visual objects in a complex visual array in 3-, 4-, and 5-year-old children, as well as in adults. To this end, we used a visual search paradigm implemented on a touch-tablet device. Subjects (N = 100) saw up to eighty 3 × 3 visual search arrays and had to find and tap upon a target--a face…
Descriptors: Preschool Children, Human Body, Cognitive Development, Adults
Blakey, Emma; Visser, Ingmar; Carroll, Daniel J. – Child Development, 2016
Improvements in cognitive flexibility during the preschool years have been linked to developments in both working memory and inhibitory control, though the precise contribution of each remains unclear. In the current study, one hundred and twenty 2-, 3-, and 4-year-olds completed two rule-switching tasks. In one version, children switched rules in…
Descriptors: Executive Function, Preschool Children, Short Term Memory, Conceptual Tempo
Mohtasham, Mandana K.; Patterson, Allyson B.; Vennergrund, Katherine C.; Chen, Eileen; Pasnak, Robert – Grantee Submission, 2017
The importance of social-emotional competence, executive functioning, and behavioural recognition of patterns by young children is receiving increased attention from researchers, schools, parents, and teachers due to the beneficial outcomes of children who have skills in each. This paper presents studies of the correlations between these variables…
Descriptors: Executive Function, Emotional Development, Interpersonal Competence, Behavior Patterns
Nicoladis, Elena; Marentette, Paula; Pika, Simone; Barbosa, Poliana Gonçalves – Language Learning and Development, 2018
These studies tested two questions about the developmental origins of children's sensitivity to iconicity with regard to number gestures: (1) whether children initially learn number gestures with sensitivity to the one-to-one correspondence between fingers and quantities or whether they learn them as unanalyzed symbols; and (2) whether sensitivity…
Descriptors: Language Acquisition, Child Development, Cognitive Development, French
Lewicki, Käthe; Franze, Marco; Gottschling-Lang, Annika; Hoffmann, Wolfgang – European Early Childhood Education Research Journal, 2018
The general gender discourse has currently revealed gender gaps as early as at preschool age. To analyze developmental differences between boys and girls in Mecklenburg-Western Pomerania, n = 4,251 preschoolers aged 48-83 months were examined by means of the 'Dortmund Developmental Screening for Preschools 3-6' (DESK 3-6). Using the…
Descriptors: Age Differences, Individual Development, Preschool Children, Gender Differences