NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20250
Since 20240
Since 2021 (last 5 years)0
Since 2016 (last 10 years)2
Since 2006 (last 20 years)11
Audience
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Showing 1 to 15 of 17 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Chua, Bee Leng; Tan, Oon-Seng; Chng, Paulina Sock Wah – Journal of Cognitive Education and Psychology, 2017
Mediated learning experience (MLE) stresses that the quality of interaction between the child and the environment via a human mediator plays a pivotal role in the cognitive development of the individual. Feuerstein's theory of structural cognitive modifiability posited that humans have the propensity to change the structure of their cognitive…
Descriptors: Child Development, Cognitive Development, Young Children, Interaction
Peer reviewed Peer reviewed
Direct linkDirect link
Rollins, Pamela Rosenthal – Topics in Language Disorders, 2016
This article elucidates the unfolding of 3 phases of cognitive development through which typical children move during the first 2 years of life to illuminate the interrelationships among early cognition, communicative intention, and word-learning strategies. The resulting theoretical framework makes clear the developmental prerequisites for social…
Descriptors: Young Children, Interpersonal Communication, Social Environment, Interaction
Peer reviewed Peer reviewed
Direct linkDirect link
Heyman, Gail D.; Sritanyaratana, Lalida; Vanderbilt, Kimberly E. – Cognitive Science, 2013
The ability of 3- and 4-year-old children to disregard advice from an overtly misleading informant was investigated across five studies (total "n" =212). Previous studies have documented limitations in young children's ability to reject misleading advice. This study was designed to test the hypothesis that these limitations are primarily…
Descriptors: Young Children, Trust (Psychology), Hypothesis Testing, Puppetry
Peer reviewed Peer reviewed
Direct linkDirect link
Williams, David; Happe, Francesca – Developmental Science, 2010
Two experiments were conducted to explore the extent to which individuals with Autism Spectrum Disorder (ASD), as well as young typically developing (TD) children, are explicitly aware of their own and others' intentions. In Experiment 1, participants with ASD were significantly less likely than age- and ability-matched comparison participants to…
Descriptors: Autism, Young Children, Comparative Analysis, Intention
Peer reviewed Peer reviewed
Direct linkDirect link
Over, Harriet; Gattis, Merideth – Cognitive Development, 2010
Using an elicited imitation paradigm, we investigated whether young children imitate the communicative intentions behind speech. Previous research using elicited imitation has shown that children tend to correct ungrammatical sentences. This finding is usually interpreted as evidence that children, like adults, remember and reproduce the gist of…
Descriptors: Sentences, Imitation, Intention, Language Processing
Peer reviewed Peer reviewed
Direct linkDirect link
Aureli, Tiziana; Perucchini, Paola; Genco, Maria – Cognitive Development, 2009
Two tasks were administered to 40 children aged from 16 to 20 months (mean age = 18;1), to evaluate children's understanding of declarative and informative intention [Behne, T., Carpenter, M., & Tomasello, M. (2005). One-year-olds comprehend the communicative intentions behind gestures in a hiding game. "Developmental Science", 8, 492-499;…
Descriptors: Comprehension, Nonverbal Communication, Intention, Cognitive Ability
Peer reviewed Peer reviewed
Direct linkDirect link
Callaghan, Tara; Moll, Henrike; Rakoczy, Hannes; Warneken, Felix; Liszkowski, Ulf; Behne, Tanya; Tomasello, Michael – Monographs of the Society for Research in Child Development, 2011
The influence of culture on cognitive development is well established for school age and older children. But almost nothing is known about how different parenting and socialization practices in different cultures affect infants' and young children's earliest emerging cognitive and social-cognitive skills. In the current monograph, we report a…
Descriptors: Social Cognition, Cognitive Development, Infants, Young Children
Peer reviewed Peer reviewed
Direct linkDirect link
DiYanni, Cara; Kelemen, Deborah – Journal of Experimental Child Psychology, 2008
We present three studies exploring 2- to 4-year-olds' imitation on witnessing a model whose questionable tool use choices suggested her untrustworthiness. In Study 1, children observed the model accidentally select a physically optimal tool for a task and then intentionally reject it for one that was functionally nonaffordant. When asked to…
Descriptors: Cues, Predictor Variables, Imitation, Cognitive Processes
Peer reviewed Peer reviewed
Direct linkDirect link
Kliegel, Matthias; Jager, Theodor – Cognitive Development, 2007
The present study investigated event-based prospective memory in five age groups of preschoolers (i.e., 2-, 3-, 4-, 5-, and 6-year-olds). Applying a laboratory-controlled prospective memory procedure, the data showed that event-based prospective memory performance improves across the preschool years, at least between 3 and 6 years of age. However,…
Descriptors: Age Differences, Intention, Preschool Children, Young Children
Peer reviewed Peer reviewed
Direct linkDirect link
Fernyhough, Charles – Developmental Review, 2008
The ideas of Vygotsky [Vygotsky, L. S. (1987). "Thinking and speech." In "The collected works of L. S. Vygotsky," (Vol. 1). New York: Plenum. (Original work published 1934.)] have been increasingly influential in accounting for social-environmental influences on the development of social understanding (SU). In the first part of this article, I…
Descriptors: Language Role, Social Experience, Cognitive Development, Social Environment
Peer reviewed Peer reviewed
Direct linkDirect link
Tomasello, Michael; Carpenter, Malinda – Developmental Science, 2007
We argue for the importance of processes of shared intentionality in children's early cognitive development. We look briefly at four important social-cognitive skills and how they are transformed by shared intentionality. In each case, we look first at a kind of individualistic version of the skill--as exemplified most clearly in the behavior of…
Descriptors: Socialization, Cognitive Development, Intention, Child Development
Johnson, Carl N. – 1991
This paper discusses factors that relate to the development of children's theory of mind. Cognitive and biosocial views of the development of theory of mind are distinquished. The paper maintains that all cultures recognize the intentional personhood of children in the first two years, though they vary in their methods of dealing with this…
Descriptors: Biological Influences, Cognitive Development, Epistemology, Intention
Peer reviewed Peer reviewed
Gelman, Susan A.; Bloom, Paul – Cognition, 2000
Examined how 3- and 5-year-olds and adults extend names for human-made artifacts. Found that even 3-year-olds were more likely to provide artifact names (e.g., "knife") when they believed objects were intentionally created and to provide material-based descriptions (e.g., "plastic") when they believed objects were accidentally…
Descriptors: Age Differences, Cognitive Development, Comparative Analysis, Generalization
Peer reviewed Peer reviewed
Direct linkDirect link
Sharon, Tanya – Journal of Cognition and Development, 2005
This experiment tested whether children's insight into a difficult symbolic relation could be increased by explicitly emphasizing the intentionality surrounding the artifact's creation and use. Specifically, I explicitly emphasized (a) the adult's intent to communicate information via the artifact and (b) the artifact's intentional origins and…
Descriptors: Internet, Educational Change, Intention, Experiments
Peer reviewed Peer reviewed
Direct linkDirect link
Montgomery, Derek E.; Lightner, Melisa – British Journal of Developmental Psychology, 2004
Four studies examined 3- and 4-year-olds' ability to judge accurately whether they acted intentionally. Children self-initiated action to attain an outcome, or their arm was moved by the experimenter to create an outcome. In Experiment 3, children in both age groups accurately claimed they were agents of self-guided action but not of passive…
Descriptors: Theory of Mind, Cognitive Development, Young Children, Experimental Psychology
Previous Page | Next Page ยป
Pages: 1  |  2