Background: "Food fussiness" (FF) is the tendency to be highly selective about which foods one is willing to eat, and emerges in early childhood; "food neophobia" (FN) is a closely related characteristic but specifically refers to rejection of unfamiliar food. These behaviors are associated, but the extent to which their…

We examined individual differences and predictions of children's patterns in behavioral, emotional and attentional efforts toward challenging puzzle tasks at 24 and 35 months using data from a large longitudinal rural representative sample. Using latent transition analysis, we found four distinct task-oriented patterns in problem-solving tasks…

The present dissertation extracted 17,291 questions from Aki, Ryo, and Tai and their mother's spontaneously produced speech data available in the CHILDES database (MacWhinney, 2000; Oshima-Takane & MacWhinney, 1998). The children's age ranged from 1;3 to 3;0. Their questions were coded for (1) yes/no questions that include a sentence-final…

The purpose of this research study was to explore how incoming first year students develop their academic performance expectations, differences between students in the development of academic performance expectations, and lastly the role of the university has in communicating expectations to students. The researcher utilized case study research to…

Molenaar's (2015) article concerns Developmental Systems Theory (DST) in relation to behavior genetics and he presents implications of DST for empirical research, especially the need for subject-specific studies. In this commentary, the article is discussed from a broader developmental science perspective, particularly regarded through the lens of…

The lexical quality hypothesis (Perfetti & Hart, 2002) suggests that skilled reading requires high-quality lexical representations. In children, these representations are still developing, and it has been suggested that this development leads to more adult-like eye-movement behavior during the reading of connected text. To test this idea, a…

The data necessary for the empirical research presented it this study were provided by 572 people, from altogether 26 schools. The schools included 18 primary schools, 7 secondary training institutions and 1 primary and secondary school. The major question of the study related to the pedagogues' emotional intelligence, more precisely if the…

Children's performance on cognitive tasks is often described in categorical terms in that a child is described as either passing or failing a test, or knowing or not knowing some concept. We used binomial mixture models to determine whether individual children could be classified as passing or failing two search tasks, the DeLoache model room…

Feedback is generally considered a beneficial learning tool, and providing feedback is a recommended instructional practice. However, there are a variety of feedback types with little guidance on how to choose the most effective one. We examined individual differences in working memory capacity as a potential moderator of feedback type. Second-…

The present study tested the hypothesis that children's fluency with basic number facts and knowledge of computational strategies, derived from early arithmetic experience, predicts their performance on complex arithmetic problems. First-grade students from United States and Taiwan (N = 152, mean age: 7.3 years) were presented with problems that…

This article describes a situative approach to studying motivation to learn in social contexts. We begin by contrasting this perspective to more prevalent psychological approaches to the study of motivation, describing epistemological and methodological differences that have constrained conversation between theoretical groups. We elaborate on…

By 3?years of age, children generally have a firm understanding of others' reliability, but there is considerable variation among individual children. Little attention has been paid to factors that influence such individual differences. This study addressed this by assessing the relation between reliability understanding and temperament in…

Eye movement measures demonstrate differences in first-language (L1) and second-language (L2) paragraph-level reading as a function of individual differences in current L2 exposure among bilinguals (Whitford & Titone, 2012). Specifically, as current L2 exposure increases, the ease of L2 word processing increases, but the ease of L1 word…

As we face increasing accountability in higher education, how we measure student learning should exceed the calls for an account of learning that places students at the center. Qualitative approaches to assessment and theoretical underpinnings gleaned from the qualitative research tradition may provide a way that we can support a more holistic…

This article explores work published in "Teaching in Higher Education" that critically engages complex questions of difference and emotion in higher education pedagogies. It considers the ways that difference is connected to gender and misrecognition, and is experienced at the level of emotion, often through symbolic forms of violence…