Autistic people have difficulties recalling episodic memories, including retrieving fewer or less specific and detailed memories compared to typically developing people. However, the ability to effectively recall episodic memories is crucial in many real-world contexts, such as the criminal justice system, medical consultations, and employment…

Parent-grandparent coparenting is a common phenomenon in mainland China; however, little is known about its relationship with children's cognitive development. This study investigates the links between parent-grandparent coparenting and young children's executive function (EF) and examines the potential mediating role of maternal parenting between…

This article presents the application of the interactive dynamic literacy (IDL) model (Kim, 2020b) toward understanding difficulties in learning to read and write. According to the IDL model, reading and writing are part of communicative acts that draw on largely shared processes and skills as well as unique processes and skills. As such, reading…

When and how do children develop an understanding of the subjectivity of intentions? Intentions are subjective mental states in many ways. One way concerns their aspectuality: Whether or not a given behavior constitutes an intentional action depends on how, under which aspect, the agent represents it. Oedipus, for example, intended to marry…

Adolescents with attention-deficit/hyperactivity disorder (ADHD) are at heightened risk of experiencing academic difficulties due to organizational deficits. Impairment can be exacerbated through poor sleep hygiene and excessive daytime sleepiness, prevalent sleep challenges for adolescents with ADHD. Given established relationships among sleep,…

This article presents the application of the interactive dynamic literacy (IDL) model (Kim, 2020a) toward understanding difficulties in learning to read and write. According to the IDL model, reading and writing are part of communicative acts that draw on largely shared processes and skills as well as unique processes and skills. As such, reading…

Purpose: The goal of this study was to examine the effects of cognitive and linguistic skills on masked speech recognition for children with normal hearing in three different masking conditions: (a) speech-shaped noise (SSN), (b) amplitude-modulated SSN (AMSSN), and (c) two-talker speech (TTS). We hypothesized that children with better working…

Classic studies reveal two striking differences between preschoolers and adults in online sentence comprehension. Adults (a) recruit referential context cues to guide syntactic parsing, interpreting an ambiguous phrase as a modifier if a modifier is needed to single out the intended referent among multiple options, and (b) use late-arriving…

Purpose: Auditory deprivation has downstream effects on the development of language and executive functioning (EF) in prelingually deaf children with cochlear implants (CIs), but little is known about the very early development of EF during preschool ages in children with CIs. This study investigated the longitudinal development of EF and spoken…

Make-believe play has been theorized to promote self-regulation skills and other positive child outcomes. In this study, we examine the make-believe play approach featured in the "Tools of the Mind" (Tools) early childhood curriculum, which identifies students' self-regulation cultivation among its core programmatic aims. Using data from…

When children transition to school between the ages of 4 and 6 years, they must learn to control their attention and behaviour to be successful. Concurrently, executive function (EF) is an important skill undergoing significant development in childhood. To understand changes occurring during this period, we examined the role of parenting in the…

Executive Function (EF) and Effortful Control (EC) have traditionally been viewed as distinct constructs related to cognition and temperament during development. More recently, EF and EC have been implicated in top-down self-regulation - the goal-directed control of cognition, emotion, and behavior. We propose that executive attention, a…

An important question within psycholinguistics is how knowledge of multiple languages impacts the coactivation of word forms and meanings during language comprehension. To the extent that a bilingual's known languages are always partially active, as predicted by models such as the bilingual interactive activation plus model (Dijkstra & Van…

Executive function (EF) is a term used to describe the processes responsible for purposeful, goal-directed behavior and has been described as the "air traffic controller" or "CEO" of the brain. EFs are an important factor in overall quality of life, including school and job success. EFs are measured predominately through two…

The development of the ability to anticipate--as manifested by preparatory actions and neural activation related to the expectation of an upcoming stimulus--may play a key role in the ontogeny of cognitive skills more broadly. This preregistered study examined anticipatory brain potentials and behavioral responses (reaction time; RT) to…