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Rodriguez, Purificacion; Lago, M. Oliva; Enesco, Ileana; Guerrero, Silvia – Journal of Experimental Child Psychology, 2013
In this study, the development of comprehension of essential and nonessential aspects of counting is examined in children ranging from 5 to 8 years of age. Essential aspects, such as logical rules, and nonessential aspects, including conventional rules, were studied. To address this, we created a computer program in which children watched counting…
Descriptors: Elementary School Students, Computer Software, Computation, Comprehension
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Miller, Stephanie E.; Marcovitch, Stuart – Journal of Experimental Child Psychology, 2011
Although labeling improves executive function (EF) performance in children older than 3 years, the results from studies with younger children have been equivocal. In the current study, we assessed performance in a computerized multistep multilocation search task with older 2-year-olds. The correct search location was either (a) not marked by a…
Descriptors: Cognitive Development, Children, Task Analysis, Error Patterns
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Moret-Tatay, Carmen; Perea, Manuel – Journal of Experimental Child Psychology, 2011
The lexical decision task is probably the most common laboratory visual word identification task together with the naming task. In the usual setup, participants need to press the "yes" button when the stimulus is a word and the "no" button when the stimulus is not a word. A number of studies have employed this task with developing readers;…
Descriptors: Word Recognition, Emergent Literacy, Visual Stimuli, Error Patterns
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Boyer, Ty W.; Levine, Susan C. – Journal of Experimental Child Psychology, 2012
The current experiments examined the role of scale factor in children's proportional reasoning. Experiment 1 used a choice task and Experiment 2 used a production task to examine the abilities of kindergartners through fourth-graders to match equivalent, visually depicted proportional relations. The findings of both experiments show that accuracy…
Descriptors: Scaling, Measures (Individuals), Mathematical Concepts, Task Analysis
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Ford, Ruth M.; Lobao, Sheila N.; Macaulay, Catrin; Herdman, Lynsey M. – Journal of Experimental Child Psychology, 2011
Evidence that young children often claim ownership of their partner's contributions to an earlier collaborative activity, the "appropriation bias", has been attributed to shared intentionality ("Cognitive Development" (1998) 13, 91-108). The current investigation explored this notion by examining individual differences in the bias among 4- and…
Descriptors: Theory of Mind, Individual Differences, Recognition (Psychology), Empathy
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Ellefson, Michelle R.; Treiman, Rebecca; Kessler, Brett – Journal of Experimental Child Psychology, 2009
Learning about letters is an important foundation for literacy development. Should children be taught to label letters by conventional names, such as /bi/ for "b", or by sounds, such as /b[inverted e]/? We queried parents and teachers, finding that those in the United States stress letter names with young children, whereas those in…
Descriptors: Young Children, Foreign Countries, Literacy, Alphabets
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Salmon, Karen; Yao, Joanna; Berntsen, Oriana; Pipe, Margaret-Ellen – Journal of Experimental Child Psychology, 2007
We investigated the conditions under which preparatory information presented 1 day before a novel event influenced 6-year-olds' recall 1 week later. Children were assigned to one of six experimental conditions. Three conditions involved preparatory information that described the event accurately but differed according to the presence and type of…
Descriptors: Photography, Novels, Recall (Psychology), Experiments
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Camos, Valerie – Journal of Experimental Child Psychology, 2008
This study aimed to evaluate the impact of individual differences in working memory capacity on number transcoding. A recently proposed model, ADAPT (a developmental asemantic procedural transcoding model), accounts for the development of number transcoding from verbal form to Arabic form by two mechanisms: the learning of new production rules…
Descriptors: Memory, Developmental Delays, Individual Differences, Short Term Memory
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Treiman, Rebecca; Levin, Iris; Kessler, Brett – Journal of Experimental Child Psychology, 2007
Letter names play an important role in early literacy. Previous studies of letter name learning have examined the Latin alphabet. The current study tested learners of Hebrew, comparing their patterns of performance and types of errors with those of English learners. We analyzed letter-naming data from 645 Israeli children who had not begun formal…
Descriptors: Orthographic Symbols, Second Language Learning, Semitic Languages, Emergent Literacy
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Richland, Lindsey E.; Morrison, Robert G.; Holyoak, Keith J. – Journal of Experimental Child Psychology, 2006
We explored how relational complexity and featural distraction, as varied in scene analogy problems, affect children's analogical reasoning performance. Results with 3- and 4-year-olds, 6- and 7-year-olds, 9- to 11-year-olds, and 13- and 14-year-olds indicate that when children can identify the critical structural relations in a scene analogy…
Descriptors: Logical Thinking, Error Patterns, Cognitive Development, Children