This longitudinal study tested the notion of a hierarchy of maths skill development by examining whether the development of later acquired arithmetic skills rely on development of earlier acquired arithmetic skills. The scores of 307 children on single-digit arithmetic, multi-digit calculation, arithmetic word problem-solving, and reading…

The interaction between a mother and child stands as one of the most profound and intricate human connections, weaving a rich tapestry of behavioral and emotional bonds during the formative years. Although mother-child interactions have received substantial attention in the developmental science literature, few studies have tapped into the…

We investigate the development of text reconstruction abilities in Hebrew-speaking children, with a particular focus on verbal passive constructions. The acquisition of verbal passives in Hebrew is a late developmental milestone, closely tied to the expression of event semantics. The current study explores how narrative and informative text genres…

Differentiation hypotheses concern changes in the structural organization of cognitive abilities that depend on the level of general intelligence (ability differentiation) or age (developmental differentiation). Part 1 of this article presents a review of the literature on ability and developmental differentiation effects in children, revealing…

This study investigated the development of evaluation in narratives from middle to late childhood, within the context of differentiating between spoken and written modalities. Two parallel forms of a picture story were used to elicit spoken and written narratives from fourth- and sixth-graders. It was expected that, in addition to an increase of…

The present study investigated (1) how social relationships with teachers and peers and self-esteem of students with social-emotional and behavioral difficulties (SEBD) in inclusive regular education (regular schools) and students with SEBD in exclusive special education (special schools) develop over time in comparison with each other and in…

Aim/Purpose: Although many computer science measures have been proposed, visualizing individual students' capabilities is difficult, as those measures often rely on specific tools and methods or are not graded. To solve these problems, we propose a rubric for measuring and visualizing the effects of learning computer programming for elementary…

This study investigates the English spelling of students in grades 2 through 8 in Mainland China. A review of spelling and cross-linguistic research in spelling is presented. The orthographic development of 273 students was assessed "with validated spelling inventories" (Sterbinsky, 2007) to sample developmental features across three…

The present study examined the developmental change in number and length acuities and their respective relationship with achievement in various domains of mathematics in second vs. fourth graders. Length acuity was measured with a comparison task, in which participants were asked to choose the longer between a pair of lines. Number acuity was…

The present study followed a sample of first-grade (N = 316, M[subscript age] = 7.05 at first test) through fourth-grade students to evaluate dynamic developmental relations between vocabulary knowledge and reading comprehension. Using latent change score modeling, competing models were fit to the repeated measurements of vocabulary knowledge and…

The contributions of domain-general abilities and domain-specific knowledge to subsequent mathematics achievement were longitudinally assessed (n = 167) through 8th grade. First grade intelligence and working memory and prior grade reading achievement indexed domain-general effects, and domain-specific effects were indexed by prior grade…

The aim of this study was to examine the contribution of transcription skills, oral language skills, and executive functions to growth in narrative writing between fourth and sixth grade. While text length and story content of narratives did not increase with age, syntactic complexity of narratives showed a clear developmental progression. Results…

Worry in adults has been conceptualized as a thinking process involving problem-solving attempts about anticipated negative outcomes. This process is related to, though distinct from, fear. Previous research suggested that compared to adults, children's experience of worry is less strongly associated with thinking and more closely related to fear.…

This study examined the proposal that difficulty understanding one's emotional experiences (i.e., deficits in emotional clarity) would interfere with the formulation of adaptive responses to interpersonal stress, which would then predict depressive symptoms. This process was examined across 3 years (fourth to sixth grade) during early…

The goal of the present study was to examine the generalizability of a model of the underlying dimensions of written composition across writing systems (Chinese Mandarin vs. English) and level of writing skill. A five-factor model of writing originally developed from analyses of 1st and 4th grade English writing samples was applied to Chinese…