This study examined verbal and non-verbal features of mother-infant shared book reading in Australia during the first year of life and explored the relationship between these features and infant cognition. Mother-infant dyads were observed in this cross-sectional study reading an unfamiliar book in a laboratory setting when infants were aged 6…

This study investigated the motivational and social-cognitive foundations (i.e., inequality aversion, in-group bias, and theory of mind) that underlie the development of sharing behavior among 3- to 9-year-old Chinese children (N = 122). Each child played two mini-dictator games against an in-group member (friend) and an out-group member…

This study investigated whether children with autism spectrum disorder (ASD) and typically developing children matched on receptive language share resources fairly and reciprocally. Children completed age-appropriate versions of the Ultimatum and Dictator Games with real stickers and an interactive partner. Both groups offered similar numbers of…

The current study examined how components of reflective practice interplay with children's music-making and sharing processes. This study employed a qualitative approach with 11 children who played classroom instruments and researcher-designed computer programs ("Build MyTune I" and "Build MyTune II") while attending music…

This study examined the development of joint attention in 95 infants assessed between 9 and 18 months of age. Infants displayed significant test-retest reliability on measures of following gaze and gestures (responding to joint attention, RJA) and in their use of eye contact to establish social attention coordination (initiating joint attention,…

Twenty-four children in kindergarten through fourth grade were interviewed and asked to share a pancake fairly among three dolls. The context was chosen to allow children to use out-of-school intuition and understanding if preferred. Four levels of development were identified leading to the understanding of fair fractions as those where each part…

This study investigated whether kindergartners would advocate sharing toys equally across situations or on the basis of recipients' characteristics, and whether each group member would be counted as one unit for allocation across situations. Findings indicated that kindergartners tended to allocate more blocks to a younger child than to a same-age…

Three studies investigated 5- to 8-year-olds' ability to solve partitive division problems when presented with a concrete model of a problem. Children found it easier to solve problems in Grouping-by-Divisor condition than in Grouping-by-Quotient condition, although there was evidence of developmental improvement in tasks. Findings suggest that…

This report describes an investigation of how young children respond to two types of tasks: (1) finding one-half of a continuous and a discrete material; and (2) attempting to share continuous and discrete material equally between two dolls. Continuous material, such as string, paper, or liquid, is quantified by adults using measurement units. A…

The authors studied the evolution of interindividual intentionality in children and showed that the sharing of knowledge and beliefs requires more complex operations than those involved in usual false-belief tasks. The authors conducted 3 experiments on 380 children (aged 5 years, 0 months to 9 years, 6 months). They assessed the children's…

Provides evidence that benefits occur when friends, compared with nonfriends, are coworkers on cognitive tasks. Notes meta-analysis which found superior performance was demonstrated in the areas of seeking scarce resources, problem solving, creative activity, and reaching consensus. Argues teachers should consider giving students the opportunity…