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Wang, Si; Andrews, Glenda; Pendergast, Donna; Neumann, David; Chen, Yulu; Shum, David H. K. – Journal of Cognition and Development, 2022
To date, cross-cultural studies on Theory of Mind (ToM) have predominantly focused on preschoolers. This study focuses on middle childhood, comparing two samples of mainland Chinese (n = 126) and Australian (n = 83) children aged between 5.5 and 12 years. Strange Stories, the most commonly used measure of ToM, was employed. The study aimed to…
Descriptors: Theory of Mind, Preschool Children, Measures (Individuals), Story Telling
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Nicoladis, Elena; Jiang, Zixia – Journal of Cognition and Development, 2018
The primary purpose of the present study was to test language and cognitive predictors of lexical selection in the storytelling of monolingual and bilingual children. Measures of language proficiency and cognitive ability were assessed with both English- and Mandarin-speaking monolinguals and Mandarin-English bilinguals aged 4 to 6 years old. To…
Descriptors: Monolingualism, Bilingualism, Cognitive Ability, Vocabulary Development
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Jackson, Emily; Leitao, Suze; Claessen, Mary – International Journal of Language & Communication Disorders, 2016
Background: Children with specific language impairment (SLI) often experience word-learning difficulties, which are suggested to originate in the early stage of word learning: fast mapping. Some previous research indicates significantly poorer fast mapping capabilities in children with SLI compared with typically developing (TD) counterparts, with…
Descriptors: Short Term Memory, Phonology, Receptive Language, Vocabulary
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Hustedt, Jason T. – Journal of Research in Childhood Education, 2015
This study further extends scaffolding research to mother-child dyads (N = 51) in poverty, examining relationships between maternal scaffolding and 4-year-old Head Start children's own later scaffolding behaviors. At Time 1, experimental group children received maternal scaffolding during problem-solving tasks, whereas control group children…
Descriptors: Parent Child Relationship, Mothers, Preschool Children, Scaffolding (Teaching Technique)
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Daley, Samantha G.; Willett, John B.; Fischer, Kurt W. – Journal of Educational Psychology, 2014
This study investigated the relationship between emotional responses and reading performance in middle-school students. Although a large number of prior studies have investigated the relationship between emotion and reading, those studies have concentrated primarily on relatively static and distal measures of emotion. In this research, we measured…
Descriptors: Reading Comprehension, Emotional Response, Middle School Students, Grade 7
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Hubert, Blandine; Guimard, Philippe; Florin, Agnès; Tracy, Alexis – Early Education and Development, 2015
Research Findings: Several recent studies carried out in the United States and abroad (i.e., Asia and Europe) have demonstrated that the ability of young children to regulate their behavior (including inhibitory control, working memory, attentional control) significantly predicts their academic achievement. The current study examined the…
Descriptors: Foreign Countries, Self Control, Academic Achievement, Nursery Schools