Showing papers in "Journal of Experimental Child Psychology in 2006"

TL;DR: It is suggested that working memory skills indexed by complex memory tasks represent an important constraint on the acquisition of skill and knowledge in reading and mathematics.

TL;DR: Results suggest that changes in analogical reasoning with age depend on the interplay among increases in relational knowledge, the capacity to integrate multiple relations, and inhibitory control over featural distraction.

TL;DR: Regression analyses indicated that print knowledge was related to early reading skill, even after accounting for variance due to age and phonological awareness, and parents' ratings of the extent of their children's involvement in activities that led to practice in reading and writing most consistently predicted the development of emerging literacy skills.

TL;DR: Regression analyses showed that individual differences were related to prior orthographic knowledge and predicted students' degree and quality of orthographic learning after controlling for general decoding ability.

TL;DR: This study tested the segmentation hypothesis of dyslexia by measuring implicit phonological representations in reading-disabled 11- to 13-year-olds and provided strong support for less mature implicit phonology representations in children with dyslexIA.

TL;DR: Data highlight the specificity of verbal STM for serial order and item information and suggest a causal association between order STM processes and vocabulary development, at least in 4- and 6-year-olds.

TL;DR: There was a curvilinear relation between conceptual knowledge and grade that was further moderated by children's numeration skills (as measured by a standardized test); the most skilled children gradually increased their acceptance of unusual counts over grade, whereas the least skilled children decreased theiraccept of these counts.

TL;DR: Despite the differences in the degree of transparency between the Greek and English orthographies, phoneme awareness predicts variations in learning to read and spell in both languages.

TL;DR: It is found that performance on the task improved significantly with age and evidence is obtained that the capacity of visual working memory approximately doubles between 5 and 10 years of age, where it reaches adult levels of approximately three to four items.

TL;DR: It is established that a preference for faces with direct gaze in newborns is present only within the context of an upright face and a straight head, suggesting that relatively primitive configuration-sensitive mechanisms may be operating.

TL;DR: The research confirms the critical nature of phonological recoding in the development of visual word recognition skills and an orthographic lexicon and confirms the self-teaching hypothesis.

TL;DR: The authors investigated knowledge of letter names and letter sounds, their learning, and their contributions to word recognition and found that children were more advanced in associating letters with their names than with their sounds and could provide the sound of a letter only if they could name it.

TL;DR: The data suggest that the speed of stimulus presentation is crucial and that other studies using this type of task have presented the stimuli too briefly, and the importance of establishing the inhibitory credentials of a task before it is used as a marker of inhibitory control is emphasized.

TL;DR: The results support the notion that the executive system is an important predictor of children's mathematical precociousness and that this system can operate independent of individual differences in the phonological loop, inhibition, and reading in predicting mathematical accuracy.

TL;DR: The findings revealed that most children showed evidence of adaptive strategy use, and it was shown that children's morphological awareness predicted their spelling accuracy for morphological words as well as the reported frequency of morphological strategy use.

TL;DR: 4-year-olds' face space has important aspects of structure in common with that of adults and there is no specific developmental delay for a second-order relational component of configural/holistic processing.

TL;DR: Young infants' ability to learn new words in situations providing tightly controlled social and salience cues to their reference is explored, with results suggesting infants were strongly biased to attend to the consistency with which potential referents moved when a word was heard.

TL;DR: Children read more words accurately in context than in isolation during self-teaching; however, children had better retention for words learned in isolation; this benefit from learning in isolation was larger for less skilled readers.

TL;DR: Examples of superimposition demonstrate that nonverbal number representations, even in children who have acquired the verbal counting system, are modulated by Weber's law.

TL;DR: Findings indicated that both physical and relational aggression were associated with concurrent deception, and physical aggression uniquely predicted deception, controlling for the variance associated with relational aggression.

TL;DR: This work investigated children's sensitivity to vowel context when spelling consonants in monosyllabic nonwords and found that novice spellers take advantage of graphotactic information.

TL;DR: Heart rate slowed following feedback indicating a rule change, and the magnitude of slowing was similar for all age groups, suggesting that 8- to 10-year-olds are already able to analyze feedback cues and performance monitoring may be an important contributor to set-shifting ability.

TL;DR: It is hypothesized that the degree of association between details that changed across instantiations of the event would help to explain the discrepancy between children who experience an event repeatedly and those who experience it once.

TL;DR: The findings suggest that further study of inversion and associativity is important for understanding conceptual development in arithmetic.

TL;DR: It was found that even children reading at the first-grade level (6-year-olds) were influenced to some extent by a vowel's context, and the effect of context on vowel pronunciation increased in strength up to around the fifth-grade reading level (8- and 9- year-olds), and sensitivity to coda-to-vowel associations emerged no earlier than did sensitivity to onset-to

TL;DR: The results show that 11-year-olds do not differ significantly from adults on any of the three effects of the problem size, five, and tie effects, and that before 11 years of age, interesting developmental changes occur.

TL;DR: In both studies, own-group biases were found on measures of discrimination accuracy and response bias as well as on estimates of reaction time, confidence, and confidence-accuracy relations, which were consistent with predictions derived from multidimensional face space theory of face recognition.

TL;DR: The results suggest that the initial absence of an abstract representation of color contributes to the difficulty that young children encounter when first learning color words.

TL;DR: How 3- to 6-year-olds use geometric features of layouts in solving mapping tasks is examined to reveal both a remarkable early ability to use geometric information in mapping and limits in this ability.

TL;DR: The results suggest that division is a unique operation and that the continued study of division may have implications for further understanding of how procedural and conceptual knowledge of arithmetic develops.