Showing papers in "Cognitive Development in 2013"

TL;DR: These results add to mounting evidence of advantaged cognitive functioning among bilinguals, and are consistent with the possibility that children who begin speaking a second language earlier in childhood have larger advantages due either to differential effects of acquiring a secondlanguage earlier during development or due to longer duration of bilingual experience.

TL;DR: This article assessed 3- to 5-year-olds' mental rotation abilities using a new puzzle paradigm, where children were asked to turn the ghosts in their heads and choose the one that would fit into the hole.

TL;DR: Bilingual children were more accurate than monolingual children in calculating the observer's view across all three positions, with no differences in the pattern of errors committed by the two language groups.

TL;DR: The authors argue that the nativist-empiricist debate in developmental psychology is distorted, both theoretically and methodologically, by a shared framework of assumptions concerning the nature of representation, in particular, both sides of the debate assume models of representation that make the emergence of representation impossible.

TL;DR: The results indicate that the discrepancy between preschoolers and older individuals in performance on Stroop task adaptations results from characteristics of the task rather than developmental differences.

TL;DR: In this paper, a systematic investigation of gender differences in mental rotation performance in primary-school children is presented, where a chronometric mental rotation task was used to test 449 second and fourth graders.

TL;DR: Author's accepted manuscript deposited according to Elsevier sharing policies.

TL;DR: Dunham et al. as discussed by the authors found that 4-year-olds did not trust reliable outgroup members over unreliable ingroup members and vice versa, and that the failure of trust in Experiment 2 was not due to the mere inclusion of both ingroup and out-group members.

TL;DR: This paper explored the sociocultural context of early literacy development among Arabic-speaking kindergartners in Israel, focusing on the nature of mother-child joint writing, and found that maternal mediation of writing predicted all children's early literacy measures except vocabulary, after controlling for SES and HLE.

TL;DR: The authors found that when mothers hold false beliefs about a non-shared event, an elaborative maternal style is associated with an increase in children's false reports reflecting maternal beliefs, and children whose mothers spoke in a highly elaborative manner were more likely to recall occurrences in line with the maternal suggestion and provided more fictitious narrative detail describing non-occurring-but-suggested information than did children who mothers used a less elaborative style.

TL;DR: In this article, the authors adapted a study by Tomasello, Call, and Gluckman (1997), in which a helper indicated the location of a hidden reward to children of three ages (18, 24, and 30 months) and to four chimpanzees, by means of one of four cues: Pointing, Marker, Picture and Replica.

TL;DR: Results suggest external, verbal labels bias children to attend to task-relevant information, likely through interaction with emerging top-down, endogenous control.

TL;DR: This article investigated preschoolers' development of event-based prospective memory (PM) and examined the effects of motivation and interruption of an ongoing task, and found that high motivation was necessary for 2-year-olds to perform well, and remained an important factor that increased performance across the entire preschool age range.

TL;DR: In this article, the authors examined 2-year-olds' eye gaze and pointing behavior in an occluded falling event to examine these behaviors within the domain of physical reasoning.

TL;DR: This paper examined the relative roles of complementation and receptive vocabulary in false belief (FB) development in Korean-speaking and English-speaking children, and found that the development of receptive vocabulary and separately the developing of think understanding uniquely predicted the development in FB understanding.

TL;DR: Results indicate that by age 5, children are able to make knowledge-based domain distinctions between animals and artifacts that may be rooted in beliefs about the coherence and homogeneity of categories within these domains.

TL;DR: In this paper, three studies examined whether strategy utilization deficiency emerges during transfer to two tasks that differ superficially from the main task, but have the same underlying structural logic, indicating a transfer utilization deficiency.

TL;DR: The results suggest that infants' construal of an event strongly affects their ability to update memory representations of hidden objects, and when construing an event as containing multiple updates to the same array, infants succeed, but whenconstruing the event as requiring the revisiting and updating of previously attended arrays, infants fail.

TL;DR: The authors investigated why 16-month-old infants fail to master a novel tool-use action via observational learning and found that infants did not grasp a rake-like tool to retrieve an out-of-reach toy.

TL;DR: In this paper, the authors adapted a risk-taking paradigm that provides precise metrics for the impacts of risk and valence on decision-making in 11-16 year old female adolescents.

TL;DR: The authors showed that newborns discriminate between small sets of dot collections relying solely on implicit numerical information when non-numerical continuous variables were strictly controlled and solely on continuous information when numerical variables were controlled.

TL;DR: For instance, the authors found that preschoolers and school-aged children provided more informative descriptors in the incentive condition compared to the non-incentive condition, but not preschoolers.

TL;DR: In this article, the authors investigated the contribution of on-line statistical learning of stimulus repetitions (anchoring) to the development of auditory spectral and temporal discrimination, as well as the potential contributions of auditory attention and working memory.

TL;DR: In this paper, the authors argue that the nature of the fundamental theoretical debates and of the empirical steps taken to solve these debates crucially depends on the way in which fundamental concepts of the discipline are understood by its practitioners.

TL;DR: This paper examined whether contexts suggesting an actor's prior intentions facilitate observational learning in 2.5-year-olds and found that children successfully opened the second box more often in two prior intention conditions than in the two no-priori intention conditions.

TL;DR: This article found that 3.5-to 5-year-olds' understanding of collision events using a forced-choice paradigm with reduced prediction demands was not affected by prediction skills required in search tasks.

TL;DR: In this article, Bickhard and Moore define emergent constructivism as "the assumption that representational knowledge can be emergent in the construction of action systems" (Allen et al., this issue, p. 97).

TL;DR: Clearfield and Bickhard as mentioned in this paper argue that if researchers do conceive of these stabilities as representing the world, then new representations are possible; if they do not, then there is no way to ever become representational.