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Computational Models of Relational Processes in Cognitive Development
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Halford, Graeme S.; Andrews, Glenda; Wilson, William H.; Phillips, Steven – Cognitive Development, 2012
Acquisition of relational knowledge is a core process in cognitive development. Relational knowledge is dynamic and flexible, entails structure-consistent mappings between representations, has properties of compositionality and systematicity, and depends on binding in working memory. We review three types of computational models relevant to…
Descriptors: Computation, Models, Cognitive Development, Cognitive Processes
Contributions of Dynamic Systems Theory to Cognitive Development
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Spencer, John P.; Austin, Andrew; Schutte, Anne R. – Cognitive Development, 2012
We examine the contributions of dynamic systems theory to the field of cognitive development, focusing on modeling using dynamic neural fields. After introducing central concepts of dynamic field theory (DFT), we probe empirical predictions and findings around two examples--the DFT of infant perseverative reaching that explains Piaget's A-not-B…
Descriptors: Cognitive Development, Systems Approach, Models, Theories
The Executive Demands of Strategic Reasoning are Modified by the Way in which Children are Prompted to Think About the Task: Evidence from 3- to 4-Year-Olds
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Carroll, Daniel J.; Apperly, Ian A.; Riggs, Kevin J. – Cognitive Development, 2007
We investigated a test of strategic reasoning (the Windows task) that in different studies has yielded contrasting pictures of young children's executive abilities [Russell, J., Mauthner, N., Sharpe, S., & Tidswell, T. (1991). "The 'windows task' as a measure of strategic deception in preschoolers and autistic subjects." "British Journal of…
Descriptors: Memory, Developmental Psychology, Preschool Children, Inferences
The Effects of Age and Cue-Action Reminders on Event-Based Prospective Memory Performance in Preschoolers
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Kliegel, Matthias; Jager, Theodor – Cognitive Development, 2007
The present study investigated event-based prospective memory in five age groups of preschoolers (i.e., 2-, 3-, 4-, 5-, and 6-year-olds). Applying a laboratory-controlled prospective memory procedure, the data showed that event-based prospective memory performance improves across the preschool years, at least between 3 and 6 years of age. However,…
Descriptors: Age Differences, Intention, Preschool Children, Young Children
The Precursors of Mathematics Learning: Working Memory, Phonological Ability and Numerical Competence
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Passolunghi, M. Chiara; Vercelloni, Barbara; Schadee, Hans – Cognitive Development, 2007
This research aims at identifying the precursors of mathematics learning at the beginning of primary school. There are few experimental studies on this topic and existing ones use between-subjects designs and correlation analysis. This paper analyses longitudinal data to investigate whether the relationship between basic abilities and mathematics…
Descriptors: Memory, Cognitive Ability, Mathematics Education, Intelligence
Developmental Differences in Judgments of Recency and Frequency: Quantitative or Qualitative?
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Chalmers, Kerry A.; Grogan, Melissa J. – Cognitive Development, 2006
The basis of young children's performance of judgments of recency and frequency was investigated using a modified version of Huppert and Piercy's [Huppert, F. A., & Piercy, M. (1978). The role of trace strength in recency and frequency judgements by amnesic and control subjects. Quarterly Journal of Experimental Psychology, 30, 347-354]…
Descriptors: Age Differences, Individual Development, Young Children, Pictorial Stimuli