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Young Children's Understanding (young + children_understanding)
Selected AbstractsPeer Commmentaries on David H. Uttal's Seeing the big picture: map use and the development of spatial cognitionDEVELOPMENTAL SCIENCE, Issue 3 2000Article first published online: 28 JUN 200 Mark Blades, Young children's understanding of indirect sources of spatial information, p. 265 Roger M. Downs, The genesis of carto-gnosis, p. 267 Mary Gauvain, The instrumental role of maps in the development and organization of spatial knowledge, p. 269 Lynn S. Liben, Map use and the development of spatial cognition: seeing the bigger picture, p. 270 Kevin Miller, Mapping symbolic development, p. 274 Nora S. Newcombe, So, at last we can begin, p. 276 Herbert L. Pick Jr, Commentary on ,Seeing the big picture', p. 278 David R. Olson, Knowledge artifacts, p. 279 Barbara Tversky, What maps reveal about spatial thinking, p. 281 [source] How fantasy benefits young children's understanding of pretenseDEVELOPMENTAL SCIENCE, Issue 1 2006David M. Sobel Sobel and Lillard (2001) demonstrated that 4-year-olds' understanding of the role that the mind plays in pretending improved when children were asked questions in a fantasy context. The present study investigated whether this fantasy effect was motivated by children recognizing that fantasy contains violations of real-world causal structure. In Experiment 1, 4-year-olds were shown a fantasy character engaged in ordinary actions or actions that violated causal knowledge. Children were more likely to say that a troll doll who was acting like but ignorant of the character was not pretending to be that character when read the violation story. Experiment 2 suggested that this difference was not caused by a greater interest in the violation story. Experiment 3 demonstrated a similar difference for characters engaged in social and functional violations that were possible in the real world. These data are consistent with the hypothesis that preschoolers use actions and appearance more than mental states to make judgments about pretense, but that those judgments can be influenced by the context in which the questions are presented. [source] Children's understanding of certainty and evidentiality: Advantage of grammaticalized forms over lexical alternativesNEW DIRECTIONS FOR CHILD & ADOLESCENT DEVELOPMENT, Issue 125 2009Tomoko Matsui In verbal communication, the hearer takes advantage of the linguistic expressions of certainty and evidentiality to assess how committed the speaker might be to the truth of the informational content of the utterance. Little is known, however, about the precise developmental mechanism of this ability. In this chapter, we approach the question by elucidating factors that are likely to constrain young children's understanding of linguistically encoded certainty and evidentiality, including the types of linguistic form of these expressions, namely, grammaticalized or lexical forms. © Wiley Periodicals, Inc. [source] Young Children's Reasoning About the Effects of Emotional and Physiological States on Academic PerformanceCHILD DEVELOPMENT, Issue 1 2009Jennifer Amsterlaw This study assessed young children's understanding of the effects of emotional and physiological states on cognitive performance. Five, 6-, 7-year-olds, and adults (N= 96) predicted and explained how children experiencing a variety of physiological and emotional states would perform on academic tasks. Scenarios included: (a) negative and positive emotions, (b) negative and positive physiological states, and (c) control conditions. All age groups understood the impairing effects of negative emotions and physiological states. Only 7-year-olds, however, showed adult-like reasoning about the potential enhancing effects of positive internal states and routinely cited cognitive mechanisms to explain how internal states affect performance. These results shed light on theory-of-mind development and also have significance for children's everyday school success. [source] | ||||||||||