scholarly journals Repeated sequential action by young children: Developmental changes in representational flexibility of task context.

2019 ◽  
Vol 55 (4) ◽  
pp. 780-792
Author(s):  
Kaichi Yanaoka ◽  
Satoru Saito
Keyword(s):  
Young Children ◽  
Developmental Changes ◽  
Task Context ◽  
Sequential Action ◽  
Representational Flexibility

Phonetic Imitation by Young Children and Its Developmental Changes

2014 ◽  
Vol 57 (6) ◽  
pp. 2065-2075 ◽  
Author(s):  
Kuniko Nielsen
Keyword(s):  
Young Children ◽  
Picture Naming ◽  
Voice Onset Time ◽  
Onset Time ◽  
Naming Task ◽  
Age Effect ◽  
Third Graders ◽  
Developmental Changes ◽  
Phonological Development ◽  
Before And After

Purpose In the current study, the author investigated the developmental course of phonetic imitation in childhood, and further evaluated existing accounts of phonetic imitation. Method Sixteen preschoolers, 15 third graders, and 18 college students participated in the current study. An experiment with a modified imitation paradigm with a picture-naming task was conducted, in which participants' voice-onset time (VOT) was compared before and after they were exposed to target speech with artificially increased VOT. Results Extended VOT in the target speech was imitated by preschoolers and 3rd graders as well as adults, confirming previous findings in phonetic imitation. Furthermore, an age effect of phonetic imitation was observed; namely, children showed greater imitation than adults, whereas the degree of imitation was comparable between preschoolers and 3rd graders. No significant effect of gender or word specificity was observed. Conclusions Young children imitated fine phonetic details of the target speech, and greater degree of phonetic imitation was observed in children compared to adults. These findings suggest that the degree of phonetic imitation negatively correlates with phonological development.

scholarly journals Young children show representational flexibility when interpreting drawings

Cognition ◽  
2016 ◽  
Vol 147 ◽  
pp. 21-28 ◽  
Author(s):  
Melissa L. Allen ◽  
Erika Nurmsoo ◽  
Norman Freeman
Keyword(s):  
Young Children ◽  
Representational Flexibility

scholarly journals Developmental changes in electroencephalographic frontal asymmetry in young children at risk for depression

2016 ◽  
Vol 57 (9) ◽  
pp. 1075-1082 ◽  
Author(s):  
Brandon L. Goldstein ◽  
Stewart A. Shankman ◽  
Autumn Kujawa ◽  
Dana C. Torpey-Newman ◽  
Thomas M. Olino ◽  
...  
Keyword(s):  
At Risk ◽  
Young Children ◽  
Developmental Changes ◽  
Children At Risk ◽  
Frontal Asymmetry ◽  
Risk For Depression

Phonological characteristics of words young children try to say

1992 ◽  
Vol 19 (3) ◽  
pp. 597-616 ◽  
Author(s):  
Wanda Dobrich ◽  
Hollis S. Scarborough
Keyword(s):  
Language Acquisition ◽  
Young Children ◽  
Target Word ◽  
Developmental Changes ◽  
Consonant Clusters ◽  
Conversational Speech ◽  
Longitudinal Sample ◽  
Word Characteristics

ABSTRACTTo examine the possible persistence of phonological selectional constraints on young children's lexical choices, the words attempted in the conversational speech of a longitudinal sample of 12 normally-developing preschoolers from age 2;0 to 5;0 were scored for syllabic length, presence of consonant clusters, and distribution of constituent phonemes. Except at the youngest ages, few developmental changes in target word characteristics were seen, and the observed differences were largely accounted for by syntactic, lexical, and pragmatic factors. The results suggest that selectional constraints persist only briefly in the course of language acquisition.

Verbal Regulation of Grip Force in Preschoolers

2009 ◽  
Vol 108 (2) ◽  
pp. 540-548 ◽  
Author(s):  
Koichi Haishi ◽  
Ayumi Komatsu ◽  
Hideyuki Okuzumi ◽  
Mitsuru Kokubun ◽  
Yoshio Kitajima ◽  
...  
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Grip Force ◽  
Developmental Process ◽  
Healthy Adults ◽  
Developmental Changes ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Preschool Period ◽  
Semantic Aspect

The purpose of this study was to clarify the developmental processes in verbal regulation by preschool children. Participants were 152 typically developing children (74 boys, 78 girls) between 4 and 6 years of age ( M = 5.3, SD =.8), and 30 healthy adults (15 men, 15 women) between 19 and 26 years of age ( M = 20.8, SD = 1.4). In Exp. 1, the task was to regulate grip force based on quantitative instruction which implies using a scale for regulation. Participants were required to produce a half-grip force of the maximum (Task 1). In Exp. 2, the task was grip-force regulation based on nonquantitative instruction. The participants were asked to respond with a slightly weaker grip force than the maximum (Task 2) and then a further weaker grip force (Task 3) than that used on Task 2. The regulation rates produced the extent of regulation and suggest regulation by quantitative instruction may develop earlier than by nonquantitative instruction. Also, precise grip-force regulation based on the semantic aspect of instruction may be difficult for young children. The developmental changes in the rate of performance especially observed in children of 4 to 6 years indicate that the tendency to use too much grip force disappears during this preschool period. In addition, too little grip force in regulation may reflect the developmental process toward fine grasping movements.

scholarly journals The trajectory of counterfactual simulation in development

2021 ◽  
Author(s):  
Jonathan F. Kominsky ◽  
Tobias Gerstenberg ◽  
Madeline Pelz ◽  
Mark Sheskin ◽  
Henrik Singmann ◽  
...  
Keyword(s):  
Young Children ◽  
The United States ◽  
Developmental Changes ◽  
Developmental Studies ◽  
Counterfactual Reasoning ◽  
Visual Matching ◽  
Matching Strategy ◽  
Choice Method ◽  
Counterfactual Simulation ◽  
Do So

Young children often struggle to answer the question “what would have happened?” particularly in cases where the adult-like “correct” answer has the same outcome as the event that actually occurred. Previous work has assumed that children fail because they cannot engage in accurate counterfactual simulations. Children have trouble considering what to change and what to keep fixed when comparing counterfactual alternatives to reality. However, most developmental studies on counterfactual reasoning have relied on binary yes/no responses to counterfactual questions about complex narratives and so have only been able to document when these failures occur but not why and how. Here, we investigate counterfactual reasoning in a domain in which specific counterfactual possibilities are very concrete: simple collision interactions. In Experiment 1, we show that 5- to 10-year-old children (recruited from schools and museums in Connecticut) succeed in making predictions but struggle to answer binary counterfactual questions. In Experiment 2, we use a multiple-choice method to allow children to select a specific counterfactual possibility. We find evidence that 4- to 6-year-old children (recruited online from across the United States) do conduct counterfactual simulations, but the counterfactual possibilities younger children consider differ from adult-like reasoning in systematic ways. Experiment 3 provides further evidence that young children engage in simulation rather than using a simpler visual matching strategy. Together, these experiments show that the developmental changes in counterfactual reasoning are not simply a matter of whether children engage in counterfactual simulation but also how they do so.

scholarly journals Competence-Based Helping: Young Children Do Not Distribute Help According To Need

2021 ◽  
Author(s):  
Jellie Sierksma ◽  
Kristin Shutts
Keyword(s):  
Young Children ◽  
Developmental Changes ◽  
Older Children

When and how other people’s needs influence children’s helping is poorly understood. Here we focus on whether children use information about other people’s competence in their helping. In Study 1 (n = 128, 4-8 years) children could provide help to both an incompetent and a competent target by pushing levers. Although older children helped incompetent targets more than competent targets, younger children helped both targets equally. Two further experiments (n = 20; n = 28) revealed that 4-year-old children understood that the incompetent person needed more help and also understood how they could help. Thus, young children do not, like older children, give more help to those who need it the most. We discuss potential developmental changes toward competence-based helping

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