Guided by an ecological framework, we explore how siblings' and parents' roles, relationships, and activities are intertwined in everyday life, providing unique and combined contributions to development. In a departure from past research that emphasized the separate contributions of siblings and parents to individual development, we find that…

Ordinality is--beyond numerical magnitude (i.e., quantity)--an important characteristic of the number system. There is converging empirical evidence that (intra)parietal brain regions mediate number magnitude processing. Furthermore, recent findings suggest that the human intraparietal sulcus (IPS) supports magnitude and ordinality in a…

Intellectual and psychosocial functioning develop along complex learning pathways. Steinberg, Cauffman, Woolard, Graham, and Banich measured these two classes of abilities with narrow, biased assessments that captured only a segment of each pathway and created misleading age patterns based on ceiling and floor effects. It is a simple matter to…

D. R. Proffitt and colleagues (e. g., D. R. Proffitt, J. Stefanucci, T. Banton, & W. Epstein, 2003) have suggested that objects appear farther away if more effort is required to act upon them (e.g., by having to throw a ball). The authors attempted to replicate several findings supporting this view but found no effort-related effects in a variety…

Using a sample of biological resident fathers and their children from the Early Childhood Longitudinal Study Birth Cohort (ECLS-B) 9- and 24-month surveys (N = 5,300), this study examines associations and the direct and indirect pathways through which men's pregnancy intentions influence toddlers' mental proficiency and attachment security.…

Based on the analysis of available research on students' alternative conceptions about the particulate nature of matter, we identified basic implicit assumptions that seem to constrain students' ideas and reasoning on this topic at various learning stages. Although many of these assumptions are interrelated, some of them seem to change or…

Relational reasoning is an essential component of fluid intelligence, and is known to have a protracted developmental trajectory. To date, little is known about the neural changes that underlie improvements in reasoning ability over development. In this event-related functional magnetic resonance imaging (fMRI) study, children aged 8-12 and adults…

This chapter identifies four challenges to the study of the development of coping and regulation and outlines specific theoretical and empirical strategies for addressing them. The challenges are (1) to integrate work on coping and processes of emotion regulation, (2) to use the integration of research on neuro-biology and context to inform the…

We describe the nature of the evidential system in Tibetan and consider the challenges that any evidential system presents to language acquisition. We present data from Tibetan-speaking children that shed light on their understanding of the syntactic and semantic properties of evidentials, and their competence in the point-of-view shift required…

Do preschoolers think adults know more about everything than children? Or do they recognize that there are some things that children might know more about than adults? Three-, four-, and five-year olds (N = 65) were asked to decide whether an adult or child informant would better be able to answer a variety of questions about the nutritional value…

The association between intelligence and diet at 3.5 and 7 years was examined in 591 children of European descent. Approximately half of the children were born small-for-gestational age (birth weight @?10th percentile). The relationship between IQ and diet (measured by food frequency) was investigated using multiple regression analyses. Eating…

This article reports on the collaborative initiative of two primary school teachers who created and implemented innovative pedagogy in order to foster a culture of thinking in their classrooms. The paper outlines teaching strategies that were used with the intent of making students mindful of themselves as learners and thinkers. A…

A graduate student who has an 11-year-old daughter in 5th grade described an incident that underscored concerns that the authors and other professional teacher educators have felt for some time. The 11-year-old had a science assignment to complete as homework. Her parent, attempting to help, offered several suggestions for enhancing the project.…

Student-teacher relationships of 37 children with moderate to borderline intellectual disability and 61 with typical cognitive development were assessed from child ages 6-8 years. Student-teacher relationship quality was moderately stable for the typical development group, but less so for the intellectual disability group. At each assessment these…

Cognitive development of any concept is related with affective development. The present study investigates students' beliefs about the use of different types of representation in understanding the concept of fractions and their self-efficacy beliefs about their ability to transfer information between different types of representation, in relation…