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Direct linkYanaoka, Kaichi; Saito, Satoru – Child Development, 2021
This study examined whether executive functions impact how flexibly children represent task context in performing repeated sequential actions. Japanese children in Experiments 1 (N = 52; 3-6 years) and 2 (N = 50, 4-6 years) performed sequential actions repeatedly; one group received reminders. Experiment 1 indicated that reminders promote flexible…
Descriptors: Executive Function, Sequential Learning, Children, Foreign Countries
Xu, Chang; LeFevre, Jo-Anne – Child Development, 2021
How do children develop associations among number symbols? For Grade 1 children (n = 66, M = 78 months), sequence knowledge (i.e., identify missing numbers) and number comparison (i.e., choose larger number) predicted addition, both concurrently and indirectly at the end of Grade 1. Number ordering (i.e., touch numbers in order) did not predict…
Descriptors: Children, Numeracy, Symbols (Mathematics), Elementary School Students
Talbott, Meagan R.; Young, Gregory S.; Munson, Jeff; Estes, Annette; Vismara, Laurie A.; Rogers, Sally J. – Child Development, 2020
In typical development, gestures precede and predict language development. This study examines the developmental sequence of expressive communication and relations between specific gestural and language milestones in toddlers with autism spectrum disorder (ASD), who demonstrate marked difficulty with gesture production and language. Communication…
Descriptors: Nonverbal Communication, Oral Language, Communication Skills, Toddlers
