Children's development and education take place in educational buildings with highly complex acoustic scenes, including spatially distributed target speakers, many surrounding distracting sounds, and general background noises. Auditory selective attention, therefore, is a valuable tool to orient oneself, to focus on specific sound sources, and to…

Spatial visualization ability is an important factor in a child's cognitive development. Its development is affected by numerous factors such as general intelligence, problem-solving skills, gender, playing building games, experience with engineering drawing and 3D modelling, etc. The study aimed to explore how engineering 3D modelling with…

Educational interventions are frequently designed to occur during early childhood, based on the idea that earlier intervention will have greater long-term academic benefits. However, surprisingly little is known about when cognitive and academic skills are most plastic, or malleable, during development. One way to study plasticity is to ask…

Evaluative conditioning (EC) refers to a change in liking of a conditioned stimulus (CS) consecutive to its repeated pairing with a valent unconditioned stimulus (US). We relied on a multinomial processing tree model to compare the processes underlying EC in middle-aged children (n = 57, M[subscript age] = 8.65, range = 6.94-11.03; 31 females) and…

Object play yields enormous benefits for infant development. However, little is known about natural play at home where most object interactions occur. We conducted frame-by-frame video analyses of spontaneous activity in two 2-h home visits with 13-month-old crawling infants and 13-, 18-, and 23-month-old walking infants (N = 40; 21 boys; 75%…

During exploration, young children often show an intuitive sensitivity to uncertainty, despite their strong tendency towards overconfidence in their explicit judgments. Here, we examine the development of children's explicit and implicit recognition of uncertainty using the same stimuli. We presented 4- and 5-year-olds with objects that varied in…

Using a self-reporting measure, the study examined IBA-related beliefs of Czech preschool teachers (n = 1,004). In addition, it explored the beliefs of teachers who strongly agreed (n = 564) and those who strongly disagreed (n = 67) with the implementation of IBA in preschool classes. The findings show that teachers within the full sample, as well…

The article is dedicated to learn the impact of increasing cognitive activity in preschool children. 44 children aged 5-6 were selected for the research and the impact on the cognitive activity through didactic games with them were investigated. Different aspects manifested itself in development of cognitive processes, especially mentality during…

Prelinguistic cognitive reference comprehension is foundational to language acquisition and higher cognitive functions. However, its ontogenetic origins in the first year of life are currently not well understood. The current study pitted cognitivist against social interactionist views. We worked with infants monthly from 10 to 13 months of age…

The present study cross-sectionally investigated proportional reasoning abilities in 5- to 9-year-old children (n = 185) before they received instruction in proportional reasoning. This study addressed two important aspects of the development of proportional reasoning that remain unclear in the current literature: (1) the age range in which it…

Between the ages of 3 and 5, children develop greater control over attention to visual dimensions. Children develop the ability to flexibly shift between visual dimensions and to selectively process specific dimensions of an object. Previous proposals have suggested that selective and flexible attention is developmentally related to one another.…

Kim and Opfer (2017) found that number-line estimates increased approximately logarithmically with number when an upper bound (e.g., 100 or 1000) was explicitly marked (bounded condition) and when no upper bound was marked (unbounded condition). Using procedural suggestions from Cohen and Ray (2020), we examined whether this logarithmicity might…

Two themes emerge from studies of the development of symbolic understanding; that development proceeds through multiple levels of understanding prior to full and reflective knowledge of the representational function of pictorial symbols, and that development is founded upon individual cognitive and social cognitive proclivities as well as on…

Kim and Opfer (2017) found that number-line estimates increased approximately logarithmically with number when an upper bound (e.g., 100 or 1000) was explicitly marked (bounded condition) and when no upper bound was marked (unbounded condition). Using procedural suggestions from Cohen and Ray (2020), we examined whether this logarithmicity might…

Now in a second edition, this popular resource shows teachers and childcare providers how to work with young children based on current neuroscience research. Revised and expanded, it contains a wealth of practical and specific activities and materials to use with infants and toddlers to enhance growth and development. For each activity presented,…