Creating an environment suitable for language acquisition through shared reading significantly contributes to improving a child's language development and parent-child relationship. Reading in an interactive way, such as dialogic reading, is favorable. Nevertheless, dialogic reading is designed for children above the age of two and shared reading…

The present study aims to examine the Executive Function (EF) skills of preschool-aged children who are deaf and hard of hearing (DHH), and explore the variables related to their EF skills. Thirty preschoolers who were DHH and an additional 35 preschoolers with typical hearing were recruited. All DHH use spoken language as their communication…

Working memory (WM) impairments might amplify behavioural difference in genetic syndromes. Murine models of Rubinstein-Taybi syndrome (RTS) evidence memory impairments but there is limited research on memory in RTS. Individuals with RTS and typically developing children completed WM tasks, with participants with RTS completing an IQ assessment and…

Cognitive reserve relies on the ability to effectively cope with aging and brain damage by using alternate processes to approach tasks when standard approaches are no longer available. In this study, the issue if creativity can predict cognitive reserve has been explored. Forty participants (mean age: 61 years) filled out: the Cognitive Reserve…

Storytelling is an imperative and innovative pathway to enhance learning due to the fact that such activity prompts learners to reflect to construct meaning based on their observations and knowledge. Therefore, to develop and enhance students' storytelling ability has become an important issue for both educators and researchers. Since storytelling…

Applied behavioral psychology pivots on the formation and alteration of stimulus function: on how stimuli come to differentially affect behavior and how these effects can be altered when they prove problematic. Relational frame theory (RFT) offers an account of how uniquely verbal processes transform stimulus functions. Acceptance and commitment…

Critiques an earlier article by M. Frauenglass and R. Diaz reporting their study on the interaction between private speech and cognition. Argues that their interpretation fails to regard how private speech is seen to regulate cognitive activity within Vygotskian psycholinguistic theory. (HOD)

Responds to W. Frawley's and J. Lantolf's comments on the Frauenglass and Diaz study concerning the interaction between private speech and cognition. Argues that Vygotsky's theory predicts a positive effect on children's problem solving activity. (HOD)

Results showed that 12 language disordered children (four to six years old) selectively marked new information in verbal communication, just as normal children do. Language disordered and normal children, furthermore, manifested the same developmental sequence of strategies for deemphasizing old information. (Author/CL)

Experiments with groups of 30 children (aged 3 through 6) and 32 children (aged 5 through 8) showed that (1) children use linguistic form-class information with familiar discrete objects, (2) children do not use linguistic form-class information with familiar food, and (3) children use only object category information with unfamiliar items.…

Ostensive definitions of words are ambiguities as to their referent. In a study of infant-mother dyads engaged in looking at picture books, 95 percent of ostensive definitions referred to the whole object depicted rather than parts, attributes, or actions. When parts were named, ambiguity was avoided by naming the part and the whole. (PJM)

Discusses a study to determine the extent to which education results in enduring effects in the area of verbal skills. Research is based on a causal model of the enduring effects of education. Findings indicate that previous studies have seriously overestimated the enduring effects of education. (Author/DB)

Children aged 6 to 13 years were given verbal and nonverbal fluency tasks and block design subtests of the Wechsler Intelligence Scale for Children-Revised. Results, providing normative data, showed that fluency tasks are age-, but not sex-dependent, and are modestly correlated to one another. (Author/CM)

Children (ages 9-13) with language-learning disabilities were administered 5 types of verbal analogies: synonyms, antonyms, linear order, category membership, and functional relationship. Subjects performed worse than mental age-matched children on all types of analogies and performed worse than language age-matched children on all types except…

Explains the significance of stories in productive thinking by collecting and analyzing the reactions of 40 children of 3 and 4 years to 10 stories. Results indicate that stories can be used to understand preschool children's thinking and increase their productive thoughts. (BB)