NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Hilary E. Miller-Goldwater; Melanie H. Hanft; Alissa G. Miller; Patricia J. Bauer – Journal of Cognition and Development, 2024
One way to support young children's factual learning is through shared book reading (reading books with a knowledgeable other). Many books that teach factual content are narrative in structure, in which factual content is embedded within a fictional storyline. However, there are gaps in our understanding of factors influencing children's factual…
Descriptors: Preschool Children, Child Caregivers, Science Education, Text Structure
Peer reviewed Peer reviewed
Direct linkDirect link
Jennifer Van Reet – Journal of Cognition and Development, 2024
Pretend play is often hypothesized in a global sense to be an effective context for young children's learning, but there is much still to learn about whether all types of information can be learned equally and whether all types of pretend play are equally beneficial. The present study tests whether preschoolers can learn a simple, novel causal…
Descriptors: Preschool Children, Preschool Education, Play, Conventional Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Farhat, Fadwa; Howe, Nina; Della Porta, Sandra; Ross, Hildy – Journal of Cognition and Development, 2021
Maternal and paternal teaching sequences directed to their preschool children in a naturalistic home environment were investigated. The sample included 37 middle-class sibling dyads, aged four and six, and both their mothers and fathers during ongoing interactions in the home for six 90-minute sessions. Sequences of parent-child teaching were…
Descriptors: Preschool Children, Parents as Teachers, Family Environment, Parent Role
Peer reviewed Peer reviewed
Direct linkDirect link
Dickinson, David K.; Collins, Molly F.; Nesbitt, Kimberly; Toub, Tamara Spiewak; Hassinger-Das, Brenna; Hadley, Elizabeth Burke; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick – Journal of Cognition and Development, 2019
There is a need for empirically based educational practices shown to support learning, yet validation tends to require a high degree of experimental control that can limit ecological validity and translation to classrooms. We describe our iterative intervention design to support preschoolers' vocabulary through book reading coupled with playful…
Descriptors: Preschool Children, Intervention, Low Income Students, Vocabulary Development
Peer reviewed Peer reviewed
Direct linkDirect link
Bonawitz, Elizabeth; Fischer, Adina; Schulz, Laura – Journal of Cognition and Development, 2012
Previous research suggests that 3-year-olds fail to learn from statistical data when their prior beliefs conflict with evidence. Are children's beliefs entrenched in their folk theories, or can preschoolers rationally update their beliefs? Motivated by a Bayesian account, we conducted a training study to investigate this question. Children (45…
Descriptors: Evidence, Preschool Children, Statistical Data, Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Richert, Rebekah A.; Shawber, Alison B.; Hoffman, Ruth E.; Taylor, Marjorie – Journal of Cognition and Development, 2009
In three experiments, 3 1/2- to 6-year-old children were presented with analogical problems in which the protagonists were either real people or fantasy characters. Children were more likely to transfer solutions from the stories about real people rather than the stories about fantasy characters. These results suggest that the use of a fantasy…
Descriptors: Fantasy, Teaching Methods, Problem Solving, Transfer of Training