Two experiments investigated response tendencies of preschoolers toward yes-no questions about actions. Two hundred 2- to 5-year-old children were asked questions concerning actions commonly associated with particular objects (e.g., drinking from a cup) and actions not commonly associated with particular objects (e.g., kicking a toothbrush). The…

The neurocognitive development of moral and conventional judgments was examined. Event-related potentials were recorded while 24 adolescents (13 years) and 30 young adults (20 years) read scenarios with 1 of 3 endings: moral violations, conventional violations, or neutral acts. Participants judged whether the act was acceptable or unacceptable…

In two experiments, the majority of 21 newborn infants who were maintained in an alert state consistently turned their heads toward a continuous sound source presented 90 degrees from midline. For most infants, this orientation response was rather slow, taking median latencies of 2.5 seconds to begin and 5.5 seconds to end. (JMB)

Results support the contention that infant attention should be divided into separate attention-getting and attention-holding processes. (Author)

Results were interpreted in terms of current conceptions of age differences in information-processing speed. (Author)

To characterize cognitive maturation through adolescence, processing speed, voluntary response suppression, and spatial working memory were measured in 8- to 30-year-old (N=245) healthy participants using oculomotor tasks. Development progressed with a steep initial improvement in performance followed by stabilization in adolescence. Adult-level…

Results suggest that the human infant's response to visual stimulation undergoes change during the neonatal period. (Authors)

Tests two hypotheses concerning developmental change in the speed of cognitive processes: (1) age differences in processing time reflect changes that are specific to particular tasks, and (2) age differences in processing speed do not reflect task-specific change but are due instead to more general developmental change. (HOD)

The data indicated that disadvantaged children required more time to process visual information than did middle-class children, but the processing speed for the 2 groups tended to become more similar as grade level was increased. (Author)

A computerized test of preparedness for effortful processing (alerting attention), response to orienting cues (orienting attention), and response to the interference of competing demands (executive attention) was administered to a diverse sample of 249 children (47% female, 4.96 to 7.27 years) to assess developmental properties and…