Adversity-exposed youth tend to score lower on cognitive tests. However, the hidden talents approach proposes some abilities are enhanced by adversity, especially under ecologically relevant conditions. Two versions of an attention-shifting and working memory updating task--one abstract, one ecological--were administered to 618 youth (M[subscript…

Mathematical difficulties have been distinguished as mathematics learning disability (MLD) and persistent low achievement (LA). Based on 1,880 Finnish children who were followed from kindergarten (age 6) to fourth grade, this study examined the early risk factors for MLD and LA. Distinct groups of MLD (6.0% of the sample) and LA (25.7%) children…

Whether and to what extent kindergarten children's executive functions (EF) constitute promising targets of early intervention is currently unclear. This study examined whether kindergarten children's EF predicted their second-grade academic achievement and behavior. This was done using (a) a longitudinal and nationally representative sample (N =…

This study examines whether feeding infants formula supplemented with long-chain polyunsaturated fatty acids (LCPUFA) improves cognitive function of 9-month-olds. Participants included 229 infants from 3 randomized controlled trials. Children received either formula supplemented with docosahexaenoic acid and arachidonic acid, or a control formula…

Contributions of domain-general and domain-specific numerical competencies were assessed on first graders' number combination skill (NC) and word-problem skill (WP). Students (n = 205) between 5 and 7 years of age were assessed on 2 aspects of numerosity, 8 domain-general abilities, NC, and WP. Both aspects of numerosity predicted NC when…

Two models of vulnerability to socioenvironmental risk were examined in 337 African American children (M = 7.8 years) recruited to overrepresent prenatal alcohol or cocaine exposure: The cumulative risk model predicted synergistic effects from exposure to multiple risk factors, and the fetal patterning of disease model predicted that prenatal…

This reply refers to PS 502 443. (CB)

Six- to 9-year olds predicted the movement of a balance beam. Results indicated that children who received feedback improved their performance more than those who did not receive feedback; the presence of a partner was beneficial only when children did not receive feedback; and children whose partner exhibited higher-level reasoning benefitted…

Finds that, after being exposed to many isolation-of-variables assessment problems, most college subjects made immediate and substantial gains in formal reasoning, while preadolescents made gradual, modest gains. (RH)

Examines the ability of six- and eight-year-old children to hide and recover 20 marbles in a large room containing 100 possible sites. Shows that children tend to concentrate activities in sections of the room and are sensitive to clusters of proximal sites. (HOD)

Paper considers some of the problems facing the researcher interested in patterns of abilities as revealed by a discussion of the Lesser studues (1971), presentation of reanalyses of their data, and a critical review of the research. (Author/CB)

It is suggested that field dependents have more difficulty than field independents in giving up reliance on a formerly relevant cue. (Authors/CB)

Examines the dynamics involved when preschoolers aged five years attempt to build replicas of Lego models, either by working alone or with another. Results show that collaboration was more conducive to learning than was independent work and that children were able to generalize their skills. (Author/RWB)

In a series of experiments, young children were asked to compare the quantities of classes of objects under two conditions: (1) when one of the classes of objects is a subordinate of the other (the traditional class-inclusion problem), and (2) when the terms refer to exclusive sets but different levels of generality. (Author/RH)

Results suggested that preadolescents and adolescents understand but reject or subordinate parents' conventional interpretations of family conflict, and reinterpret them as issues of personal jurisdiction. Parents understand but reject children's claims to personal jurisdiction, and state the issues in conventional terms. (RH)