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Luchkina, Elena; Morgan, James L.; Williams, Deijah J.; Sobel, David M. – Child Development, 2020
This study examined how inferences about epistemic competence and generalized labeling errors influence children's selective word learning. Three- to 4-year-olds (N = 128) learned words from informants who asked questions about objects, mentioning either correct or incorrect labels. Such questions do not convey stark differences in informants'…
Descriptors: Preschool Children, Language Acquisition, Vocabulary Development, Error Patterns
Goksun, Tilbe; George, Nathan R.; Hirsh-Pasek, Kathy; Golinkoff, Roberta M. – Child Development, 2013
How do children evaluate complex causal events? This study investigates preschoolers' representation of "force dynamics" in causal scenes, asking whether (a) children understand how single and dual forces impact an object's movement and (b) this understanding varies across cause types (Cause, Enable, Prevent). Three-and-a half- to…
Descriptors: Preschool Children, Cognitive Processes, Child Development, Motion
Geier, Charles F.; Luna, Beatriz – Child Development, 2012
Inhibitory control and incentive processes underlie decision making, yet few studies have explicitly examined their interaction across development. Here, the effects of potential rewards and losses on inhibitory control in 64 adolescents (13- to 17-year-olds) and 42 young adults (18- to 29-year-olds) were examined using an incentivized antisaccade…
Descriptors: Adolescents, Inhibition, Rewards, Young Adults
Apperly, Ian A.; Warren, Frances; Andrews, Benjamin J.; Grant, Jay; Todd, Sophie – Child Development, 2011
On belief-desire reasoning tasks, children first pass tasks involving true belief before those involving false belief, and tasks involving positive desire before those involving negative desire. The current study examined belief-desire reasoning in participants old enough to pass all such tasks. Eighty-three 6- to 11-year-olds and 20 adult…
Descriptors: Theory of Mind, Developmental Continuity, Cognitive Development, Child Development
Rosengren, Karl S.; Gutierrez, Isabel T.; Anderson, Kathy N.; Schein, Stevie S. – Child Development, 2009
Scale errors refer to behaviors where young children attempt to perform an action on an object that is too small to effectively accommodate the behavior. The goal of this study was to examine the frequency and characteristics of scale errors in everyday life. To do so, the researchers collected parental reports of children's (age range = 13-21…
Descriptors: Young Children, Measures (Individuals), Language Acquisition, Error Patterns

Taylor, Marjorie; Flavel, John H. – Child Development, 1984
Two studies with three-year-old children tested the hypothesis that, whereas errors of phenomenism predominate when children are asked about objects' real and apparent properties, errors of intellectual realism predominate when children are asked about objects' real and apparent identities. Results provided some support for the property-identity…
Descriptors: Comprehension, Error Patterns, Hypothesis Testing, Preschool Children

Silverstein, A. B.; And Others – Child Development, 1982
Reports on a study designed (1) to modify one of the few existing standardized tests of conservation so that it can be used to assess the conservation of identity as well as the conservation of equivalence and (2) to use both versions of the test to gather additional evidence on the question of developmental priority among young children. (MP)
Descriptors: Conservation (Concept), Error Patterns, Research Problems, Test Construction

Spencer, John P.; Smith, Linda B.; Thelen, Esther – Child Development, 2001
Five experiments tested hypothesis that the A-not-B error results from general processes that make goal-directed actions to remembered locations. Findings showed that 2-year-olds' performance on the A trial was accurate. When the object was hidden at Location B, searches after 10-second delay were biased in the direction of Location A. This bias…
Descriptors: Cognitive Development, Error Patterns, Memory, Prior Learning

Ravn, Karen E.; Gelman, Susan A. – Child Development, 1984
Examined five possible rules that children might use to interpret the terms "big" and "little." Increasing consistency in rule usage appeared to be the most significant developmental progression for children between the ages of three and five with respect to these terms. (Author/RH)
Descriptors: Age Differences, Error Patterns, Language Acquisition, Preschool Children

Suddendorf, Thomas – Child Development, 2003
Three experiments in which photo or video presentations could guide one's search for a hidden object showed that under certain circumstances even 24-month-olds displayed representational insight. The first two experiments replicated earlier findings of chance performance across 4 trials, with 24-month-olds performing above chance in 3 of 4…
Descriptors: Cognitive Development, Competence, Error Patterns, Experiments

Tager-Flusberg, Helen – Child Development, 1985
Findings suggest that semantic knowledge for concrete objects is represented and organized in similar ways in autistic, retarded, and normal children. Previous findings on cognitive deficits in autistic children are more likely related to their inability to use cognitive representations in an appropriate and flexible manner. (Author/RH)
Descriptors: Autism, Classification, Cognitive Ability, Comparative Analysis

Schutte, Anne R.; Spencer, John P. – Child Development, 2002
Tested predictions of dynamic field theory in study of 3-year-olds' location memory errors in task with homogeneous task space. Found that young children's spatial memory responses are affected by delay- and experience-dependent processes as well as the geometric structure of the task space. Both dynamic field theory and category adjustment models…
Descriptors: Bias, Cognitive Development, Error Patterns, Memory

DeLoache, Judy S.; And Others – Child Development, 1985
Strategies young children used to correct errors in nesting seriated cups changed substantially with age, becoming increasingly more flexible and involving more extensive restructuring of the relationships among the cups. The same trend toward increasing flexibility of thought and action also appeared in procedures children used to combine the…
Descriptors: Cognitive Ability, Cognitive Development, Error Patterns, Preschool Children

Novack, Thomas A.; Richman, Charles L. – Child Development, 1980
Tests the effects of stimulus variability on overgeneralization and overdiscrimination errors in children and adults. The subjects (n=64), adults and five-, seven-, and nine-year-old children, participated in a visual discrimination task. (CM)
Descriptors: Age Differences, Children, College Students, Discrimination Learning

Bremner, J. Gavin; Morse, Rachel; Hughes, Sara; Andreasen, Gillian – Child Development, 2000
Four experiments examined links and differences between children's copying line diagrams and drawing solid objects. Findings suggest that emphasis on order of line copying improves copying performance because line-to-line matching is an important element of the skill, whereas this does not aid drawing of the solid object, in which focus is…
Descriptors: Age Differences, Children, Childrens Art, Error Patterns
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