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Improvements in Motor Competence Skills Are Associated with Improvements in Executive Function and Math Problem-Solving Skills in Early Childhood
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Michael Willoughby; Kesha Hudson; Yihua Hong; Amanda Wylie – Developmental Psychology, 2021
Efforts to increase moderate-to-vigorous physical activity (MVPA) in school-age children are associated with improved health, cognitive, and academic outcomes. However, questions remain about whether similar benefits are observed in early childhood. We hypothesized that motor competence, not MVPA, would be related to improved cognitive and…
Descriptors: Psychomotor Skills, Physical Activity Level, Executive Function, Mathematics Skills
A Randomized Controlled Trial of the Combination of Two School-Based Universal Preventive Interventions
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Ialongo, Nicholas S.; Domitrovich, Celene; Embry, Dennis; Greenberg, Mark; Lawson, April; Becker, Kimberly D.; Bradshaw, Catherine – Developmental Psychology, 2019
The Good Behavior Game (GBG, Barrish, Saunders, & Wolf, 1969) and the PATHS Curriculum (Promoting Alternative Thinking Strategies; Greenberg, Kusche, Cook, & Quamma, 1995) represent 2 universal, elementary school, preventive interventions which have been shown in large-scale, randomized controlled trials to have an immediate and beneficial…
Descriptors: Prevention, Intervention, Program Effectiveness, Student Behavior
Goals and Everyday Problem Solving: Manipulating Goal Preferences in Young and Older Adults
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Hoppmann, Christiane A.; Blanchard-Fields, Fredda – Developmental Psychology, 2010
In the present study, we examined the link between goal and problem-solving strategy preferences in 130 young and older adults using hypothetical family problem vignettes. At baseline, young adults preferred autonomy goals, whereas older adults preferred generative goals. Imagining an expanded future time perspective led older adults to show…
Descriptors: Family Problems, Young Adults, Older Adults, Problem Solving
The Ability to Perceive Duration: Its Relation to the Development of the Logical Concept of Time.
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Richie, D. Michael; Bickhard, Mark H. – Developmental Psychology, 1988
Results showed that, contrary to predictions based on standard models of the logical time concept, long and short conditions were easier for children to solve than the traditional four- versus seven-second condition. Children were able to solve problems that are logically impossible to solve on the basis of nontemporal information. (Author/RH)
Descriptors: Concept Formation, Perception, Preschool Children, Preschool Education
Effect of Dimensional Salience and Salience of Variability on Problem Solving: A Developmental Study
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Zelniker, Tamar; And Others – Developmental Psychology, 1975
A matching task was presented to 120 subjects from 6 to 20 years of age to investigate the relative influence of dimensional salience and salience of variability on problem solving. The task included four dimensions: form, color, number, and position. (LLK)
Descriptors: College Students, Dimensional Preference, Elementary Education, Elementary School Students
Development of Hierarchies of Dimensional Salience
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Odom, Richard; Buzman, Richard D. – Developmental Psychology, 1972
It was shown that hierarchies change with development and that relative salience of a dimension is negatively associated with both reaction time of choice and number of errors on the identity task. (Authors)
Descriptors: Cognitive Processes, Data Analysis, Elementary School Students, Perceptual Development
Children's Deliberateness of Planning According to Task Circumstances.
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Gardner, William; Rogoff, Barbara – Developmental Psychology, 1990
Eighty-nine children between four and nine years of age solved mazes varying in the presumed appropriateness of advance or improvisational planning. Results of the study show that children's planning strategies are adapted to circumstances and suggest that older children may be more proficient in this adaptation than are younger children. (RH)
Descriptors: Age Differences, Cognitive Processes, Elementary School Students, Kindergarten Children