NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Souza, Debora de Hollanda; Suárez, Sarah; Koenig, Melissa Ann – Journal of Cognition and Development, 2021
The present study was the first to investigate the ability to selectively trust reliable informants in a sample of Brazilian preschool children from two different socioeconomic backgrounds. Ninety-three 3- and 4-year-old children, equally distributed across a low- and medium-SES group, participated. A standard selective trust task was used.…
Descriptors: Trust (Psychology), Theory of Mind, Preschool Children, Socioeconomic Background
Peer reviewed Peer reviewed
Direct linkDirect link
DeNigris, Danielle; Brooks, Patricia J. – Journal of Cognition and Development, 2018
The ability to recognize temporal patterns and position events in time emerges during the preschool years and is refined in middle childhood. This study explored individual differences in temporal cognition in relation to verbal and nonverbal abilities. Children (30 boys, 32 girls; M[subscript age] = 8;2, age range = 6;0-10;8) completed 3…
Descriptors: Language Role, Cognitive Processes, Time, Children
Peer reviewed Peer reviewed
Direct linkDirect link
Zeng, Zhen; Kalashnikova, Marina; Antoniou, Mark – Journal of Cognition and Development, 2019
Bilingual experience has an impact on an individual's linguistic processing and general cognitive abilities. The relation between these linguistic and non-linguistic domains, in turn, is mediated by individual linguistic proficiency and developmental changes that take place across the lifespan. This study evaluated this relationship by assessing…
Descriptors: Bilingualism, Verbal Ability, Language Fluency, Executive Function
Peer reviewed Peer reviewed
Direct linkDirect link
Libertus, Melissa E.; Odic, Darko; Feigenson, Lisa; Halberda, Justin – Journal of Cognition and Development, 2015
Measuring individual differences in children's emerging language abilities is important to researchers and clinicians alike. The 2 most widely used methods for assessing children's vocabulary both have limitations: Experimenter-administered tests are time-consuming and expensive, and parent questionnaires have only been designed for children up to…
Descriptors: Vocabulary, Language Tests, Young Children, Parents
Peer reviewed Peer reviewed
Direct linkDirect link
Peskin, Joan; Comay, Julie; Chen, Xi; Prusky, Carly – Journal of Cognition and Development, 2016
A critical skill in emergent writing is the developing ability to take the perspective of different readers; however, the precursors of this skill have not yet been identified. In this longitudinal study, 105 children (90 after attrition) were tested at 3 time points: pre-kindergarten (3-4 years old, n = 105), kindergarten (5 years old, n = 97),…
Descriptors: Longitudinal Studies, Theory of Mind, Predictor Variables, Grade 1
Peer reviewed Peer reviewed
Direct linkDirect link
Bialystok, Ellen; Barac, Raluca; Blaye, Agnes; Poulin-Dubois, Diane – Journal of Cognition and Development, 2010
The effect of bilingualism on the cognitive skills of young children was investigated by comparing performance of 162 children who belonged to one of two age groups (approximately 3- and 4.5-year-olds) and one of three language groups on a series of tasks examining executive control and word mapping. The children were monolingual English speakers,…
Descriptors: Monolingualism, Bilingualism, Cognitive Ability, Vocabulary