Showing papers in "Journal of Experimental Child Psychology in 2007"

TL;DR: The ability to recognize facial emotion develops with age, with a developmental course that depends on the emotion to be recognized, and children at all ages and adults exhibited both an inversion effect and a composite effect, suggesting that children rely on configural information to recognizes facial emotions.

TL;DR: Findings provide support for the assumption that children with MDs have a central executive deficit connected to concurrent processing and storage of numerical and visual information.

TL;DR: The results support the notion that deficient growth in the executive component of WM underlies RD and that WM (controlled attention), rather than STM (phonological loop), was related to growth in reading comprehension and reading fluency.

TL;DR: Although a general relation between phonological decoding and orthographic learning was observed, the relation did not hold at an item-by-item level of analysis, suggesting that a strong version of Share's item-based account is not correct.

TL;DR: The findings indicate a pervasive memory deficit in all memory measures and it is possible that the processing demands of the working memory tasks together with the active motor component reflected in the visuospatial memory tasks and performance IQ subtest both play a crucial role in learning in children with DCD.

TL;DR: The current study tested the development of working memory involvement in children's arithmetic strategy selection and strategy efficiency by administering the dual-task method and the choice/no-choice method to 10- to 12-year-olds.

TL;DR: Investigation of the degree to which the relationship between rapid automatized naming performance and reading development is driven by shared phonological processes found Kail's proposal that speed of processing underlies this relationship to be correct.

TL;DR: In this condition, all age groups present strong composite face effects, suggesting that holistic face processing is mature as early as after 4 years of experience with faces.

TL;DR: The results suggest that a multicomponential approach, including a hierarchical relation among various components, is fruitful when trying to understand the development of mathematical skill and its covariance with reading.

TL;DR: Results are consistent with the view that learning visual (orthography to phonological mappings is an important skill for developing word recognition skills in reading and that individual differences in this ability can be tapped experimentally by a PAL task.

TL;DR: It is concluded that difficulties in temporary maintenance and updating of working memory contents may create discontinuities in sense of time, leading to an increased reliance on external cues for time keeping.

TL;DR: Evidence is provided for a transition from more broadly tuned to more finely tuned lexical recognition mechanisms and are interpreted in the context of models of word recognition.

TL;DR: A strong priming effect was found, robust over participants and over items, which indicates that readers with autism were activating appropriate world knowledge primed by implicit inferences while reading the vignettes, and it is suggested that these problems must be sought at a higher level of text processing.

TL;DR: Results suggested that the lexical and sublexical routes in Chinese are highly interdependent or that there may be only one route from print to speech as suggested by the connectionist models.

TL;DR: It is suggested that infants as young as 5 months are sensitive to second-order relational changes that are within the normal range of human variability, and this indicates that at least rudimentary aspects of face processing expertise are available early in life.

TL;DR: This work investigated how exposure to pairs of different items influences 10-month-olds' categorization of horses versus dogs in an object-examining task.

TL;DR: It is argued that the concept of goal neglect can be fruitfully applied to understand children's potential problems in experimental tasks and real-world settings and shows that goal neglect varies with the cognitive transparency of the signifying cue.

TL;DR: Parents' goal orientations in parent-child reminiscing were examined in this study, where 28 preschoolers experienced a standardized event and effects of parental reminiscing styles for children's memory and motivation to reminisce are discussed.

TL;DR: During young childhood, developmental influences on face processing operate on a system sufficiently plastic to preclude, under certain conditions, the cross-race effect.

TL;DR: Test learners of Hebrew are tested, comparing their patterns of performance and types of errors with those of English learners, and the results suggest that letter name learning follows similar principles across languages.

TL;DR: Moderate intraindividual consistency was found across the two measures of metacognitive monitoring, with a tendency toward higher consistency in older age groups.

TL;DR: Results indicate that the search for regularities and the ability to learn a sequence rapidly under incidental conditions are mature by 8 to 10 years of age, and theAbility to learnA sequence intentionally, which requires cognitive resources and strategies, continues to develop through adolescence.

TL;DR: Limits in children's metacognitive monitoring processes that have not been apparent in previous research on recall and recognition with younger children are revealed.

TL;DR: The study suggests that infant manual exploration is flexible even in the face of abrupt transitions in material structure, which may support early attempts at problem solving and tool use.

TL;DR: Together, the studies show that context training promotes word acquisition beyond that experienced from reading words in isolation, and that transfer was maximized when the congruency between training and testing was high.

TL;DR: The dissociation between coarse-grain and fine-grain eye movements indicates a need to consider multiple behavioral measures in making developmental comparisons in language processing.

TL;DR: The results suggest that reasoning about the causal significance of the temporal order of events may not be fully developed before 5 years.

TL;DR: The effects of phonological similarity between a letter sound and the sound in a spoken word, and phonological awareness on letter-sound learning were examined in this article, where two groups of 41 kindergartners were taught four letter sounds.

TL;DR: Investigating the effect of the short-term retention of duration on temporal discrimination in 5- and 8-year-olds and adults by using an episodic temporal generalization task revealed a shortening effect for the first presented stimulus, although this was greater in the younger children, thereby indicating the presence of a negative time-order error.

TL;DR: Investigation of the prevalence and correlates of significant imbalances in the relative accuracy with which eighth-graders read nonwords and exception words found relatively few cases of either type of developmental dyslexia appeared to be "pure."