Despite substantial improvements to memory precision in childhood, the neural mechanisms underlying these changes remain unclear. Here, 40 children (7-9 years; 22 females, 18 males; majority White) and 42 adults (24-35 years; 22 females, 20 males; majority White) modulated their approaches to memory formation--focusing on the specific details to…

This paper provides a critical and detailed study of what researchers in the fields of contemporary cognition and neuroscience have revealed about the blurred boundary between perception and cognition. We set out the arguments with a view to what researchers and teachers should now consider regarding the subtleties of their interrelationship in…

I consider three aspects of children's thinking about religious phenomena. It displays intriguing parallels with their thinking about scientific phenomena; it has an impact on their moral behavior; and it is likely to impact their religious experience. Children's gradual conceptual progress in the domain of religion resembles their conceptual…

This Family and Practitioner Brief discusses how deaf children who have not had access to a complete language from birth often encounter unique challenges in developing academic language skills, particularly in the realm of inference-making.

Children in the United States live in a highly racialized society and, as a result, acquire an awareness of race at an early age, eventually developing an understanding of racism (Quintana, 2008). Understanding race and racism is especially relevant for Black children, given their marginalized status in the U.S. and the likelihood that they will…

The current experiment examined the effect of forewarning on children's (11 to 12 years of age) and adults' spontaneous false memory creation by presenting participants with semantically related word lists that are often used to elicit false memories (i.e., Deese-Roediger-McDermott (DRM) paradigm). The forewarning consisted of an explanation of…

This dissertation investigates the interaction of developing extralinguistic cognitive systems with early language learning and processing through the case study of verb argument structure. The interaction of these systems with the linguistic system underpins fundamental theories of language learning and use: language does not exist in isolation.…

Embodied Cognition approaches suggest that movements influence the understanding of abstract concepts such as time. It follows that moving the arms as watch hands should boost children's learning to read the clock. In a school setting, we compared three learning conditions: an embodied (movement) condition, an interactive App condition, and a text…

For centuries, humans have contemplated the minds of gods. Research on religious cognition is spread across sub-disciplines, making it difficult to gain a complete understanding of how people reason about gods' minds. We integrate approaches from cognitive, developmental, and social psychology and neuroscience to illuminate the origins of…

This paper presents a model of how children generate concrete concepts from perception through processes of differentiation and integration. The model informs the design of a novel methodology ("evolutionary maps" or "emaps"), whose implementation on certain domains unfolds the web of itineraries that children may follow in the…

Individuals with autism spectrum disorder (ASD) have difficulty comprehending metaphors. However, no study to date has examined whether or not they understand conceptual metaphors (i.e. mappings between conceptual structures), which could be the building blocks of metaphoric thinking and understanding. We investigated whether 13 participants with…

Abstract thinking is generally highly correlated with problem-solving ability which is predictive of better adaptive functioning. Measures of conceptual reasoning, an ecologically-valid laboratory measure of problem-solving, and a report measure of adaptive functioning in the natural environment, were administered to children and adults with and…

The study investigated sequence learning from stochastic feedback in boys with Autistic Spectrum Disorder (ASD) and typically developed (TD) boys. We asked boys with ASD from Nigeria and the UK as well as age- and gender-matched controls (also males only) to deduce a sequence of four left and right button presses, LLRR, RRLL, LRLR, RLRL, LRRL and…

Background: The ability to generate and flexibly change concepts is of great importance for the development of academic and adaptive skills. This paper analyses the conceptual reasoning ability of children with mild intellectual disability (MID) by their achievements on the Wisconsin Card Sorting Test (WCST). Method: The sample consisted of 95…

Most research on children's conception of death has probed their understanding of its biological aspects: its inevitability, irreversibility and terminal impact. Yet many adults subscribe to a religious conception implying that death marks the beginning of a new life. Two recent empirical studies confirm that in the course of development, children…