Knowledge Alert - JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY

> Web of Knowledge Table of Contents Alert
>
> Journal Name: JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY (ISSN: 0022-0965)
> Issue: Vol. 115 No. 2, 2013
> IDS#: 160CC
> Alert Expires: 10 JAN 2014
> Number of Articles in Issue: 10 (10 included in this e-mail)
> Organization ID: c4f3d919329a46768459d3e35b8102e6
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>
>
> *Pages: 227-244 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320093000001
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>
> Title:
> The language of mathematics: Investigating the ways language counts for children's mathematical development
>
> Authors:
> Vukovic, RK; Lesaux, NK
>
> Source:
> *JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY*, 115 (2):227-244; JUN 2013
>
> Abstract:
> This longitudinal study examined how language ability relates to
> mathematical development in a linguistically and ethnically diverse
> sample of children from 6 to 9 years of age. Study participants were 75
> native English speakers and 92 language minority learners followed from
> first to fourth grades. Autoregression in a structural equation modeling
> (SEM) framework was used to evaluate the relation between children's
> language ability and gains in different domains of mathematical
> cognition (i.e., arithmetic, data analysis/probability, algebra, and
> geometry). The results showed that language ability predicts gains in
> data analysis/probability and geometry, but not in arithmetic or
> algebra, after controlling for visual-spatial working memory, reading
> ability, and sex. The effect of language on gains in mathematical
> cognition did not differ between language minority learners and native
> English speakers. These findings suggest that language influences how
> children make meaning of mathematics but is not involved in complex
> arithmetical procedures whether presented with Arabic symbols as in
> arithmetic or with abstract symbols as in algebraic reasoning. The
> findings further indicate that early language experiences are important
> for later mathematical development regardless of language background,
> denoting the need for intensive and targeted language opportunities for
> language minority and native English learners to develop mathematical
> concepts and representations. (C) 2013 Published by Elsevier Inc.
>
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>
>
> *Pages: 245-261 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320093000002
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>
> Title:
> Intraindividual differences in executive functions during childhood: The role of emotions
>
> Authors:
> Pnevmatikos, D; Trikkaliotis, I
>
> Source:
> *JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY*, 115 (2):245-261; JUN 2013
>
> Abstract:
> Intraindividual differences in executive functions (EFs) have been
> rarely investigated. In this study, we addressed the question of whether
> the emotional fluctuations that schoolchildren experience in their
> classroom settings could generate substantial intraindividual
> differences in their EFs and, more specifically, in the fundamental
> unifying component of EFs, their inhibition function. We designed an
> experimental research with ecological validity within the school setting
> where schoolchildren of three age groups (8-, 10-, and 12-year-olds)
> were involved. We executed three experiments. In Experiment 1, using a
> between-participants design, we isolated a classroom episode that,
> compared with the other episodes, generated significant differences in
> inhibitory function in a consequent Go/NoGo task. This was an episode
> that induced frustration after the experience of anxiety due to the
> uncertainty. Experiment 2, using a within-participants design, confirmed
> both the induced emotions from the episode and the intraindividual
> variability in schoolchildren's inhibition accuracy in the consequent
> Go/NoGo task. Experiment 3, again using a within-participants design,
> examined whether the same episode could generate intraindividual
> differences in a more demanding inhibition task, namely the anti-saccade
> task. The experiment confirmed the previous evidence; the episode
> generated high variability that in some age groups accounted for more
> than 1.5 standard deviations from the interindividual variability
> between the schoolchildren of the same age. Results showed that,
> regardless of their sex and the developmental progression in their
> inhibition with age, the variability induced within participants from
> the experienced frustration was very high compared with the
> interindividual variability of the same age group. (C) 2013 Elsevier
> Inc. All rights reserved.
>
> ========================================================================
>
>
> *Pages: 262-272 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320093000003
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>
> Title:
> Rotary motion impairs attention to color change in 4-month-old infants
>
> Authors:
> Kavsek, M
>
> Source:
> *JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY*, 115 (2):262-272; JUN 2013
>
> Abstract:
> Continuous color changes of an array of elements appear to stop changing
> if the array undergoes a coherent motion. This silencing illusion was
> demonstrated for adults by Suchow and Alvarez (Current Biology, 2011,
> vol. 21, pp. 140-143). The current forced-choice preferential looking
> study examined 4-month-old infants' sensitivity to the silencing
> illusion. Two experimental conditions were conducted. In the dynamic
> condition, infants were tested with two rotating rings of circular
> different-colored dots. In one of these rings the dots continuously
> changed color, whereas in the other ring the dots did not change color.
> In the static condition, the global rotary motion was eliminated from
> the targets. Infants preferred looking at the color-changing target in
> the static condition but not in the dynamic condition; they attended to
> the color changes in the static condition but failed to detect them in
> the dynamic condition. This differential looking pattern is consistent
> with the hypothesis that the silencing illusion can be established
> during early infancy. A control group of adults also responded to the
> silencing phenomenon. This substantiates that the stimuli generate a
> robust illusory effect. (C) 2013 Elsevier Inc. All rights reserved.
>
> ========================================================================
>
>
> *Pages: 273-296 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320093000004
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>
> Title:
> Young children's fast mapping and generalization of words, facts, and pictograms
>
> Authors:
> Deak, GO; Toney, AJ
>
> Source:
> *JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY*, 115 (2):273-296; JUN 2013
>
> Abstract:
> To test general and specific processes of symbol learning, 4- and
> 5-year-old children learned three kinds of abstract associates for novel
> objects: words, facts, and pictograms. To test fast mapping (i.e.,
> one-trial learning) and subsequent learning, comprehension was tested
> after each of four exposures. Production was also tested, as was
> children's tendency to generalize learned items to new objects in the
> same taxon. To test for a bias toward mutually exclusive associations,
> children learned either one-to-one or many-to-many mappings. In
> Experiment 1, children learned words, facts (with or without incidental
> novel words), or pictograms. In Experiment 2, children learned words or
> pictograms. In both of these experiments, children learned words slower
> than facts and pictograms. Pictograms and facts were generalized more
> systematically than words, but only in Experiment 1. Children learned
> one-to-one mappings faster only in Experiment 2, when cognitive load was
> increased. In Experiment 3, 3- and 4-year-olds were taught facts (with
> novel words), words, and pictograms. Children learned facts faster than
> words; however, they remembered all items equally well a week later. The
> results suggest that word learning follows non-specialized memory and
> associative learning processes. (C) 2013 Elsevier Inc. All rights
> reserved.
>
> ========================================================================
>
>
> *Pages: 297-308 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320093000005
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>
> Title:
> Categorizing with gender: Does implicit grammatical gender affect semantic processing in 24-month-old toddlers?
>
> Authors:
> Bobb, SC; Mani, N
>
> Source:
> *JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY*, 115 (2):297-308; JUN 2013
>
> Abstract:
> The current study investigated the interaction of implicit grammatical
> gender and semantic category knowledge during object identification.
> German-learning toddlers (24-month-olds) were presented with picture
> pairs and heard a noun (without a preceding article) labeling one of the
> pictures. Labels for target and distracter images either matched or
> mismatched in grammatical gender and either matched or mismatched in
> semantic category. When target and distracter overlapped in both
> semantic and gender information, target recognition was impaired
> compared with when target and distracter overlapped on only one
> dimension. Results suggest that by 24 months of age, German-learning
> toddlers are already forming not only semantic but also grammatical
> gender categories and that these sources of information are activated,
> and interact, during object identification. (C) 2013 Elsevier Inc. All
> rights reserved.
>
> ========================================================================
>
>
> *Pages: 309-325 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320093000006
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>
> Title:
> Bringing order to life events: Memory for the temporal order of autobiographical events over an extended period in school-aged children and adults
>
> Authors:
> Pathman, T; Doydum, A; Bauer, PJ
>
> Source:
> *JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY*, 115 (2):309-325; JUN 2013
>
> Abstract:
> Remembering temporal information associated with personal past events is
> critical. Yet little is known about the development of temporal order
> memory for naturally occurring events. In the current research, 8- to
> 10-year-old children and adults took photographs daily for 4 weeks.
> Later, they participated in a primacy/recency task (were shown 2 of
> their photographs and decided which event occurred first) and an
> ordering task (ordered 12 photographs taken over the 4-week period). All
> participants showed above-chance performance in primacy/recency; adults
> were more accurate than children. For ordering, children and adults
> showed similar patterns and performance was relatively low. This study
> has implications for autobiographical memory theories and suggests that
> ordering accuracy might not be necessary for adult-like autobiographical
> memory. Practical and legal implications of the findings also are
> discussed. (C) 2013 Elsevier Inc. All rights reserved.
>
> ========================================================================
>
>
> *Pages: 326-341 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320093000007
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>
> Title:
> Effects of delays on 6-year-old children's self-generation and retention of knowledge through integration
>
> Authors:
> Varga, NL; Bauer, PJ
>
> Source:
> *JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY*, 115 (2):326-341; JUN 2013
>
> Abstract:
> The current research was an investigation of the effect of delay on
> self-generation and retention of knowledge derived through integration
> by 6-year-old children. Children were presented with novel facts from
> passages read aloud to them (i.e., "stem" facts) and tested for
> self-generation of new knowledge through integration of the facts. In
> Experiment 1, children integrated the stem facts at Session 1 and
> retained the self-generated memory traces over 1 week. In Experiment 2,
> 1-week delays were imposed either between the to-be-integrated facts
> (between-stem delay) or after the stem facts but before the test
> (before-test delay). Integration performance was diminished in both
> conditions. Moreover, memory for individual stem facts was lower in
> Experiment 2 than in Experiment 1, suggesting that self-generation
> through integration promoted memory for explicitly taught information.
> The results indicate the importance of tests for promoting
> self-generation through integration as well as for retaining newly
> self-generated and explicitly taught information. (C) 2013 Elsevier Inc.
> All rights reserved.
>
> ========================================================================
>
>
> *Pages: 342-355 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320093000008
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>
> Title:
> Reevaluating the selectivity of face-processing difficulties in children and adolescents with autism
>
> Authors:
> Ewing, L; Pellicano, E; Rhodes, G
>
> Source:
> *JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY*, 115 (2):342-355; JUN 2013
>
> Abstract:
> There are few direct examinations of whether face-processing
> difficulties in autism are disproportionate to difficulties with other
> complex non-face stimuli. Here we examined discrimination ability and
> memory for faces, cars, and inverted faces in children and adolescents
> with and without autism. Results showed that, relative to typical
> children, the difficulties of children and adolescents with autism were
> not limited to, or disproportionately severe for, faces. Rather, these
> participants demonstrated significant difficulties in remembering and
> discriminating between faces and cars. This lack of face selectivity is
> inconsistent with prominent theories that attribute face-processing
> difficulties in autism to fundamental problems with social motivation or
> social attention. Instead, our results are consistent with a more
> pervasive perceptual atypicality that may affect autistic processing of
> non-face stimuli as well as face stimuli. (C) 2013 Elsevier Inc. All
> rights reserved.
>
> ========================================================================
>
>
> *Pages: 356-370 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320093000009
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>
> Title:
> Digit reversal in children's writing: A simple theory and its empirical validation
>
> Authors:
> Fischer, JP
>
> Source:
> *JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY*, 115 (2):356-370; JUN 2013
>
> Abstract:
> This article presents a simple theory according to which the left-right
> reversal of single digits by 5- and 6-year-old children is mainly due to
> the application of an implicit right-writing or -orienting rule. A
> number of nontrivial predictions can be drawn from this theory. First,
> left-oriented digits (1, 2, 3, 7, and 9) will be reversed more
> frequently than the other asymmetrical digits (4, 5, and 6). Second, for
> some pairs of digits, the correct writing of the preceding digit will
> statistically predict the reversal of the current digit and vice versa.
> Third, writing hand will have little effect on the frequency of
> reversals, and the relative frequencies with which children reverse the
> asymmetrical digits will be similar regardless of children's preferred
> writing hand. Fourth, children who reverse the left-oriented digits the
> most are also those who reverse the other asymmetrical digits the least.
> An empirical study involving 367 5- and 6-year-olds confirmed these
> predictions. (C) 2013 Elsevier Inc. All rights reserved.
>
> ========================================================================
>
>
> *Pages: 371-387 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320093000010
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>
> Title:
> Limited knowledge of fraction representations differentiates middle school students with mathematics learning disability (dyscalculia) versus low mathematics achievement
>
> Authors:
> Mazzocco, MMM; Myers, GF; Lewis, KE; Hanich, LB; Murphy, MM
>
> Source:
> *JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY*, 115 (2):371-387; JUN 2013
>
> Abstract:
> Fractions pose significant challenges for many children, but for some
> children those challenges persist into high school. Here we administered
> a fractions magnitude comparison test to 122 children, from Grades 4 to
> 8, to test whether their knowledge of fractions typically learned early
> in the sequence of formal math instruction (e.g., fractions equivalent
> to one-half, fraction pairs with common denominators) differentiates
> those with mathematics learning disability (MLD) versus low achievement
> (LA) or typical achievement (TA) in mathematics and whether long-term
> learning trajectories of this knowledge also differentiate these groups.
> We confirmed that although fourth graders with TA (n = 93) were more
> accurate in evaluating "one-half" fractions than in evaluating
> "non-half" fractions (until they reached ceiling performance levels on
> both types of fractions), children with MLD (n = 11) did not show a
> one-half advantage until Grade 7 and did not reach ceiling performance
> even by Grade 8. Both the MLD and LA groups had early difficulties with
> fractions, but by Grade 5 the LA group approached performance levels of
> the TA group and deviated from the MLD group. All groups showed a visual
> model advantage over Arabic number representation of fractions, but this
> advantage was short-lived for the TA group (because ceiling level was
> achieved across formats), whereas it was slightly more persistent for
> the LA group and persisted through Grade 8 for children with MLD. Thus,
> difficulties with fractions persist through Grade 8 for many students,
> but the nature and trajectories of those difficulties vary across
> children with math difficulties (MLD or LA). (C) 2013 Elsevier Inc. All
> rights reserved.
>
>
>