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Piecing Together the Role of a Spatial Assembly Intervention in Preschoolers' Spatial and Mathematics Learning: Influences of Gesture, Spatial Language, and Socioeconomic Status
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Bower, Corinne; Zimmermann, Laura; Verdine, Brian; Toub, Tamara Spiewak; Islam, Siffat; Foster, Lindsey; Evans, Natalie; Odean, Rosalie; Cibischino, Amanda; Pritulsky, Calla; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick – Developmental Psychology, 2020
Spatial skills are associated with mathematics skills, but it is unclear if spatial training transfers to mathematics skills for preschoolers, especially from underserved communities. The current study tested (a) whether spatial training benefited preschoolers' spatial and mathematics skills, (b) if the type of feedback provided during spatial…
Descriptors: Preschool Children, Spatial Ability, Feedback (Response), Transfer of Training
What Children Recall about a Repeated Event When One Instance Is Different from the Others
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Connolly, Deborah A.; Gordon, Heidi M.; Woiwod, Dayna M.; Price, Heather L. – Developmental Psychology, 2016
This research examined whether a memorable and unexpected change (deviation details) presented during 1 instance of a repeated event facilitated children's memory for that instance and whether a repeated event facilitated children's memory for deviation details. In Experiments 1 and 2, 8-year-olds (N = 167) watched 1 or 4 live magic shows.…
Descriptors: Recall (Psychology), Memory, Experiments, Young Children
Why What We Teach Depends on when: Grade and Reading Intervention Modality Moderate Effect Size
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Suggate, Sebastian Paul – Developmental Psychology, 2010
Despite impressive advances in the science of reading intervention, how to best help at-risk readers remains a point of contention. Because reading represents the synthesis of background factors and language and reading skills--all of which develop with age and experience--this meta-analysis investigated whether development (as approximated by…
Descriptors: Control Groups, Research Design, Intervention, Effect Size
A Tale of Two Methods: Comparing Regression and Instrumental Variables Estimates of the Effects of Preschool Child Care Type on the Subsequent Externalizing Behavior of Children in Low-Income Families
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Crosby, Danielle A.; Dowsett, Chantelle J.; Gennetian, Lisa A.; Huston, Aletha C. – Developmental Psychology, 2010
We apply instrumental variables (IV) techniques to a pooled data set of employment-focused experiments to examine the relation between type of preschool childcare and subsequent externalizing problem behavior for a large sample of low-income children. To assess the potential usefulness of this approach for addressing biases that can confound…
Descriptors: Low Income, Social Behavior, Least Squares Statistics, Organizations (Groups)
Memory Plasticity across the Life Span: Uncovering Children's Latent Potential
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Brehmer, Yvonne; Li, Shu-Chen; Muller, Viktor; von Oertzen, Timo; Lindenberger, Ulman – Developmental Psychology, 2007
Memory plasticity, or the ability to improve one's memory performance through instruction and training, is known to decline during adulthood. However, direct comparisons among middle childhood, adulthood, and old age are lacking. The authors examined memory plasticity in an age-comparative multisession training study. One hundred and eight…
Descriptors: Teaching Methods, Memory, Cues, Memorization
Sensitivity and Teaching by Dysphoric and Nondysphoric Women in Structured versus Unstructured Situations.
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Goldsmith, Denise Fitz; Rogoff, Barbara – Developmental Psychology, 1995
Compared the sensitivity and teaching strategies of white, middle-class dysphoric and nondysphoric women working with unfamiliar five- and six-year olds during classification tasks and unstructured activities. Found that nondysphoric women were more sensitive to children's level of understanding than dysphoric women and were more likely to use a…
Descriptors: Adult Child Relationship, Comparative Analysis, Depression (Psychology), Middle Class Parents