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Journal of Experimental Child Psychology

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  1. Language affects symbolic arithmetic in children: The case of number word inversion.

    Journal of Experimental Child Psychology 119:17 (2014) PMID 24269580

    Specific language influences have been observed in basic numerical tasks such as magnitude comparison, transcoding, and the number line estimation task. However, so far language influences in more complex calculations have not been reported in children. In this translingual study, 7- to 9-year-old G...
  2. Children's strategies in computational estimation
    Author(s) unavailable

    Journal of Experimental Child Psychology 2012

    We investigated strategies used to estimate answers to addition problems. Two hundred and sixteen participants (72 adults, 72 sixth graders, and 72 fourth graders) had to provide estimates of three-by-three digit addition problems (e.g., 249+743). The choice/no-choice method was used to obtain unbias...
  3. Orthographic learning during reading: examining the role of self-teaching
    Author(s) unavailable

    Journal of Experimental Child Psychology 2012

    We obtained a substantial correlation (r=.52) between orthographic learning and the number of target homophones correctly decoded during story reading. Hierarchical multiple regression analyses indicated that neither RAN tasks nor general cognitive ability predicted variance in orthographic learning...
  4. Remembering versus knowing the past: children's explicit and implicit memories for pictures.

    Journal of Experimental Child Psychology 59(3):549 (1995) PMID 7622992

    Two studies are reported examining children's explicit and implicit memory for pictures, using measures of recognition memory and perceptual facilitation. In Experiment 1, 3-year-olds showed significant implicit memory, as assessed by perceptual facilitation in identifying blurred pictures after a 3...
  5. On estimating processing variance: commentary and reanalysis of Kail's "Developmental functions for speeds of cognitive processes".

    Journal of Experimental Child Psychology 54(3):288 (1992) PMID 1453134

    We have reanalyzed these results. The corrected values range from 0.9 to 92.1% for the individual tasks with an overall average between 40 and 60%. We suggest that the support for the original conclusions is considerably weaker than reported....
  6. Eliminating selective stimulus control: a comparison of two procedures for teaching mentally retarded children to respond to compound stimul...

    Journal of Experimental Child Psychology 39(1):55 (1985) PMID 3989462

    Selective stimulus control occurs when behavior fails to come under control of all characteristics of a compound stimulus after discrimination training. Two different assessment procedures, one used in prior research and the other incorporating incorrect stimuli (S - 's) which differ...
  7. Formal and informal home learning activities in relation to children's early numeracy and literacy skills: the development of a home numerac...

    Journal of Experimental Child Psychology 121:63 (2014) PMID 24462995

    The purpose of this study was to propose and test a model of children's home numeracy experience based on Sénéchal and LeFevre's home literacy model (Child Development, 73 (2002) 445-460). Parents of 183 children starting kindergarten in the fall (median child age=58 months) completed an early home...
  8. Children's neural response to contrast-negated faces is species specific.

    Journal of Experimental Child Psychology 119:73 (2014) PMID 24309247 PMCID PMC3875562

    We examined the generality of the impact of contrast negation on face perception during early childhood using event-related potentials (ERPs). Specifically, we recorded continuous electroencephalography (EEG) while adult participants and children between 4 and 6years of age viewed human and non-huma...
  9. Beyond irrelevant actions: Understanding the role of intentionality in children's imitation of relevant actions.

    Journal of Experimental Child Psychology 119:54 (2014) PMID 24309246

    The current research examines how 3- to 5-year-old children use intentionality to understand the causal structure of objects in an observational learning context. Two studies are presented in which the intentionality of relevant actions was manipulated during toy retrieval demonstrations and contras...
  10. Attention to lexical stress and early vocabulary growth in 5-month-olds at risk for autism spectrum disorder.

    Journal of Experimental Child Psychology 116(4):891 (2013) PMID 24077464

    Typically developing infants differentiate strong-weak (trochaic) and weak-strong (iambic) stress patterns by 2months of age. The ability to discriminate rhythmical patterns, such as lexical stress, has been argued to facilitate language development, suggesting that a difficulty in discriminating st...