Developmental Science

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Sorting between theories of perseveration: performance in conflict tasks requires memory, attention and inhibition
Developmental Science - Tập 6 Số 5 - Trang 474-476 - 2003
Natasha Z. Kirkham, Adele Diamond
The emergence of a novel representation from action: evidence from preschoolers
Developmental Science - Tập 13 Số 2 - Trang 370-377 - 2010
Rebecca Boncoddo, James A. Dixon, Elizabeth Kelley
AbstractRecent work in embodied cognition has proposed that representations and actions are inextricably linked. The current study examines a developmental account of this relationship. Specifically, we propose that children’s actions are foundational for novel representations. Thirty‐two preschoolers, aged 3.4 to 5.7 years, were asked to solve a set of simple gear...... hiện toàn bộ
Doing gesture promotes learning a mental transformation task better than seeing gesture
Developmental Science - Tập 15 Số 6 - Trang 876-884 - 2012
Susan Goldin‐Meadow, Susan C. Levine, Elena Zinchenko, Terina KuangYi Yip, Naureen Hemani, Laiah Factor
AbstractPerforming action has been found to have a greater impact on learning than observing action. Here we ask whether a particular type of action – the gestures that accompany talk – affect learning in a comparable way. We gave 158 6‐year‐old children instruction in a mental transformation task. Half the children were asked to produce a Move... hiện toàn bộ
The resilience of gesture in talk: gesture in blind speakers and listeners
Developmental Science - Tập 4 Số 4 - Trang 416-422 - 2001
Jana M. Iverson, Susan Goldin‐Meadow
Spontaneous gesture frequently accompanies speech. The question is why. In these studies, we tested two non‐mutually exclusive possibilities. First, speakers may gesture simply because they see others gesture and learn from this model to move their hands as they talk. We tested this hypothesis by examining spontaneous communication in congenitally blind children and adolescents. Second, sp...... hiện toàn bộ
Prolonged institutional rearing is associated with atypically large amygdala volume and difficulties in emotion regulation
Developmental Science - Tập 13 Số 1 - Trang 46-61 - 2010
Nim Tottenham, Todd A. Hare, Brian Quinn, Thomas McCarry, Marcella Nurse, Tara Gilhooly, Alexander J. Millner, Adriana Gálvan, Matthew C. Davidson, Inge‐Marie Eigsti, Kathleen M. Thomas, Peter Freed, Elizabeth S. Booma, Megan R. Gunnar, Margaret Altemus, Jane Aronson, B.J. Casey
AbstractEarly adversity, for example poor caregiving, can have profound effects on emotional development. Orphanage rearing, even in the best circumstances, lies outside of the bounds of a species‐typical caregiving environment. The long‐term effects of this early adversity on the neurobiological development associated with socio‐emotional behaviors are not well un...... hiện toàn bộ
Early childhood cortisol reactivity moderates the effects of parent–child relationship quality on the development of children's temperament in early childhood
Developmental Science - Tập 20 Số 3 - 2017
Daniel C. Kopala‐Sibley, Lea R. Dougherty, Margret W. Dyson, Rebecca S. Laptook, Thomas M. Olino, Sara J. Bufferd, Daniel N. Klein
AbstractPositive parenting has been related both to lower cortisol reactivity and more adaptive temperament traits in children, whereas elevated cortisol reactivity may be related to maladaptive temperament traits, such as higher negative emotionality (NE) and lower positive emotionality (... hiện toàn bộ
What's mom got to do with it? Contributions of maternal executive function and caregiving to the development of executive function across early childhood
Developmental Science - Tập 17 Số 2 - Trang 224-238 - 2014
Kimberly Cuevas, Kirby Deater‐Deckard, Jungmeen Kim‐Spoon, Amanda J. Watson, Katherine C. Morasch, Martha Ann Bell
AbstractExecutive functions (EFs; e.g. working memory, inhibitory control) are mediated by the prefrontal cortex and associated with optimal cognitive and socio‐emotional development. This study provides the first concurrent analysis of the relative contributions of maternal hiện toàn bộ
Two‐year‐olds compute syntactic structure on‐line
Developmental Science - Tập 13 Số 1 - Trang 69-76 - 2010
Savita Bernal, Ghislaine Dehaene‐Lambertz, Séverine Millotte, Anne Christophe
AbstractSyntax allows human beings to build an infinite number of new sentences from a finite stock of words. Because toddlers typically utter only one or two words at a time, they have been thought to have no syntax. Using event‐related potentials (ERPs), we demonstrated that 2‐year‐olds do compute syntactic structure when listening to spoken sentences. We observe...... hiện toàn bộ
Tracing children's vocabulary development from preschool through the school‐age years: an 8‐year longitudinal study
Developmental Science - Tập 18 Số 1 - Trang 119-131 - 2015
Shuang Song, Mengmeng Su, Cuiping Kang, Hongyun Liu, Yuping Zhang, Catherine McBride‐Chang, Twila Tardif, Hong Li, Weilan Liang, Zhixiang Zhang, Hua Shu
AbstractIn this 8‐year longitudinal study, we traced the vocabulary growth of Chinese children, explored potential precursors of vocabulary knowledge, and investigated how vocabulary growth predicted future reading skills. Two hundred and sixty‐four (264) native Chinese children from Beijing were measured on a variety of reading and language tasks over 8 years. Bet...... hiện toàn bộ
Executive functions in adolescence: inferences from brain and behavior
Developmental Science - Tập 12 Số 6 - Trang 825-830 - 2009
Eveline A. Crone
AbstractDespite the advances in understanding cognitive improvements in executive function in adolescence, much less is known about the influence of affective and social modulators on executive function and the biological underpinnings of these functions and sensitivities. Here, recent behavioral and neuroscientific studies are summarized that have used different a...... hiện toàn bộ
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