Journal of Experimental Child Psychology
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2.61
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4,957
Papers 4,891
1 page of 490 pages (4,891 results)
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#1Osman S. Kingo (AU: Aarhus University)H-Index: 8
#2Trine Sonne (AU: Aarhus University)H-Index: 5
Last. Peter Krøjgaard (AU: Aarhus University)H-Index: 11
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Abstract null null We tested the memory of 18-, 33-, and 39-month-olds (N = 120) for dynamic stimulus material (simple cartoons) after 6 months in a visual paired comparison (VPC) task. We also tested the explicit recognition memory (ERM) for the same material. Only the oldest age group (39-month-olds) showed a significant visual (familiarity) preference at the test. Similarly, only the oldest group reliably chose the correct cartoon in the ERM test. Data from the VPC and ERM tasks did not corre...
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#1Minna Torppa (University of Jyväskylä)H-Index: 26
#2Kati Vasalampi (University of Jyväskylä)H-Index: 11
Last. Pekka Niemi (University of Turku)H-Index: 50
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Abstract null null This study aimed to gain better understanding of the associations between literacy activities at home and long-term language and literacy development. We extended the home literacy environment (HLE) model of Senechal and LeFevre (Child Development [2002], Vol. 73, pp. 445–460) by including repeated assessments of shared reading, oral language, and reading comprehension development, including examination of familial risk for dyslexia as a moderator, and following development ov...
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#1Tashauna L. Blankenship (University of Massachusetts Boston)
#2Melissa M. Kibbe (BU: Boston University)H-Index: 11
Abstract null null Memory-guided planning involves retrieving relevant memories and applying that information in service of a goal. Previous studies have shown substantial development in this ability from 3 to 4 years of age. We investigated the emergence of memory-guided planning by asking whether 2-year-olds could draw on episodic memories of past experiences to generate and execute plans. In Experiments 1 and 2 (N = 32, ds > .7), 2-year-olds successfully did so, and this ability developed sig...
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#1Cara DiYanni (Rider University)H-Index: 7
#2Jennifer M. Clegg (Texas State University)H-Index: 9
Last. Kathleen H. Corriveau (BU: Boston University)H-Index: 30
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Abstract null null This study explored how conventional versus instrumental language influenced children’s imitation and transmission of non-affordant tool use. Rather than examining children’s imitation of unnecessary actions that do not impede goal completion, we examined children’s conformity with a modeled behavior that may result in sacrificing goal completion. Children (N = 96 4- to 6-year-olds) were presented with either a conventional or instrumental description of a model’s actions befo...
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#1Leanne Elliott (University of Pittsburgh)H-Index: 7
#2Alex M. Silver (University of Pittsburgh)H-Index: 3
Last. Melissa E. Libertus (University of Pittsburgh)H-Index: 24
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Abstract null null Young children vary widely in the extent to which they attend to numerical information in their everyday environments without explicit prompting. This tendency to spontaneously focus on numerosity has been linked to children’s math skills in past work. However, various measures have been used to quantify children’s spontaneous focusing on numerosity (SFON) in previous studies, some of which rely on children’s behavioral responses and others of which rely on verbal responses. F...
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#1Gizelle Anzures (FAU: Florida Atlantic University)H-Index: 17
#2Melissa Mildort (FAU: Florida Atlantic University)H-Index: 1
Last. Elizabeth S Soethe (FAU: Florida Atlantic University)
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Abstract null null Studies examining children’s face perception have revealed developmental changes in early and face-sensitive event-related potential (ERP) components. Children also tend to show racial biases in their face perception and evaluation of others. The current study examined how early face-sensitive ERPs are influenced by face race in children and adults. A second objective examined face recognition proficiency and implicit racial bias in relation to ERP responses to own- and other-...
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#1Marije D. E. Huijsmans (Radboud University Nijmegen)H-Index: 1
#2Tijs Kleemans (Radboud University Nijmegen)H-Index: 10
Last. Evelyn H. Kroesbergen (Radboud University Nijmegen)H-Index: 28
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Abstract null null Several cognitive deficits have been suggested to induce mathematical learning difficulties (MLD), but it is unclear whether the cognitive profile for all children with MLD is the same and to what extent it differs from typically developing (TD) children. This study investigated whether such a profile could be distinguished when cognitive skills and math performance are compared between TD children and children with MLD. This was accomplished by employing two-way repeated-meas...
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Abstract null null Factors that make stories more or less similar to children’s lives may influence learning. One such factor, the similarity of characters in a story to its readers, may influence learning because of children’s social preference for similar others, because of stronger identification with similar characters, or because some types of similarity may indicate to children whether the story is relevant to their lives. The current studies examined the effects of two types of character ...
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#1Mark Kohler (University of Adelaide)H-Index: 20
#2Carol Sandiford (Monash University)
Last. Jessica D. Payne (University of Notre Dame)H-Index: 27
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Abstract null null Sleep is important for emotional well-being, memory, and development in children. Regarding memory, sleep has been shown to advantage accuracy for declarative tasks but not procedural tasks. There is some evidence to suggest that sleep provides a relatively greater benefit for memory of negative emotional versus neutral images. However, the extent to which sleep benefits emotionally positive memories in children is not clear. This study assessed memory after nocturnal sleep ve...
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