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Direct linkKirlic, Namik; Colaizzi, Janna M.; Cosgrove, Kelly T.; Cohen, Zsofia P.; Yeh, Hung-Wen; Breslin, Florence; Morris, Amanda S.; Aupperle, Robin L.; Singh, Manpreet K.; Paulus, Martin P. – Child Development, 2021
This study used a machine learning framework in conjunction with a large battery of measures from 9,718 school-age children (ages 9-11) from the Adolescent Brain Cognitive Development[superscript SM] (ABCD) Study to identify factors associated with fluid cognitive functioning (FCF), or the capacity to learn, solve problems, and adapt to novel…
Descriptors: Extracurricular Activities, Cognitive Processes, Cognitive Development, Learning Processes
Spoth, Richard; Trudeau, Linda; Redmond, Cleve; Shin, Chungyeol; Feinberg, Mark E.; Greenberg, Mark T. – Child Development, 2019
This study examines crossover effects of adolescent substance misuse preventive interventions on academic success in college. It evaluates pathways of influence on college grades, via effects on school engagement, problem-solving skills, and substance misuse in high school. Data were collected as part of an Randomized Controlled Trial (RCT)…
Descriptors: Adolescents, Substance Abuse, College Students, Prevention
Rudolph, Karen D.; Abaied, Jamie L.; Flynn, Megan; Sugimura, Niwako; Agoston, Anna Monica – Child Development, 2011
This research explored the contribution of social goal orientation, specifically, development (improving social skills and relationships), demonstration-approach (gaining positive judgments), and demonstration-avoidance (minimizing negative judgments). Children (N = 373; M age = 7.97, SD = 0.34) were followed from 2nd to 3rd grades. Validity of…
Descriptors: Student Attitudes, Goal Orientation, Problem Solving, Social Adjustment
McNeil, Nicole M. – Child Development, 2008
Do typical arithmetic problems hinder learning of mathematical equivalence? Second and third graders (7-9 years old; N= 80) received lessons on mathematical equivalence either with or without typical arithmetic problems (e.g., 15 + 13 = 28 vs. 28 = 28, respectively). Children then solved math equivalence problems (e.g., 3 + 9 + 5 = 6 + __),…
Descriptors: Children, Grade 2, Grade 3, Grade 5
Bierman, Karen L.; Domitrovich, Celene E.; Nix, Robert L.; Gest, Scott D.; Welsh, Janet A.; Greenberg, Mark T.; Blair, Clancy; Nelson, Keith E.; Gill, Sukhdeep – Child Development, 2008
Forty-four Head Start classrooms were randomly assigned to enriched intervention (Head Start REDI--Research-based, Developmentally Informed) or "usual practice" conditions. The intervention involved brief lessons, "hands-on" extension activities, and specific teaching strategies linked empirically with the promotion of: (a)…
Descriptors: Problem Solving, School Readiness, Intervention, Social Behavior
Peer reviewedKuhn, Deanna; Angelev, John – Child Development, 1976
A total of 82 fourth and fifth graders participated in a 15-week intervention program during which they confronted problems requiring formal operational thought. Subjects showed advancement toward formal operations on the pendulum and chemicals problems (Inhelder and Piaget) and on a third problem on immediate and 4-month posttests. (Author/JH)
Descriptors: Cognitive Development, Cognitive Processes, Elementary School Students, Intervention
Peer reviewedRosen, Catherine Elkin – Child Development, 1974
Descriptors: Black Youth, Cognitive Development, Disadvantaged, Dramatic Play
