Element contents
Series: Elements in Child Development
Cognitive Development in Infancy and Childhood
Published online by Cambridge University Press: 21 July 2022
Summary
This Element describes the main theories that guide contemporary research in cognitive development along with research discoveries in several important cognitive abilities: attention, language, social cognition, memory, metacognition and executive function, and problem solving and reasoning. Biological and social contributions are considered side-by-side, and cultural contributions are highlighted. As children participate in social interactions and learn to use cultural symbols and tools to organize and support their thinking, the behaviors and understandings of the social community and the culture more broadly become an integral part of children's thoughts and actions. Culture, the natural ecological setting or habitat of human beings, plays a significant role by providing support and direction for cognitive development. Without the capacity to learn socially, human cognition would be markedly different from what it is today.
- Type
- Element
- Information
- Series: Elements in Child DevelopmentOnline ISBN: 9781108955676Publisher: Cambridge University PressPrint publication: 11 August 2022
References
Ackerman, B. P. (1996). Induction of a memory retrieval strategy by young children. Journal of Experimental Child Psychology, 62, 243–271. https://doi.org/10.1006/jecp.1996.0030Google Scholar
Adamson, L. B., & Bakeman, R. (1991). The development of shared attention during infancy. In Vasta, R. (Ed.), Annals of child development (Vol. 8, pp. 1–41). London: Kingsley.Google Scholar
Akhtar, N., Dunham, F., & Dunham, P. (1991). Directive interactions and early vocabulary development: The role of joint attentional focus. Journal of Child Language, 18, 41–49. https://doi.org/10.1017/S0305000900013283Google Scholar
Akhtar, N., Tolins, J., & Fox Tree, J. E. (2019). Young children’s word learning through overhearing: Next steps. In Horst, J. S. & von Koss Torkildsen, J. (Eds.), International handbook of language acquisition (pp. 427–441). New York: Taylor & Francis Group.Google Scholar
Amso, D., & Scerif, G. (2015). The attentive brain: Insights from developmental cognitive neuroscience. Nature Reviews Neuroscience, 16, 606–619. https://doi.org/10.1038/nrn4025CrossRefGoogle ScholarPubMed
Arterberry, M. E., & Bornstein, M. H. (2001). Three-month-old infants’ categorization of animals and vehicles based on static and dynamic attributes. Journal of Experimental Child Psychology, 80, 333–346. https://doi.org/10.1006/jecp.2001.2637CrossRefGoogle ScholarPubMed
Aslin, R. N., & Newport, E. L. (2012). Statistical learning: From acquiring specific items to forming general rules. Current Directions in Psychological Science, 21, 170–176. https://doi.org/10.1177/0963721412436806Google Scholar
Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In Spence, K. W. & Spence, J. (Eds.), Advances in the psychology of learning and motivation: Research and theory (Vol. 2, pp. 89–195). New York: Academic Press.Google Scholar
Austin, K., Theakston, A., Lieven, E., & Tomasello, M. (2014). Young children’s understanding of denial. Developmental Psychology, 50, 2061–2070. https://psycnet.apa.org/doi/10.1037/a0037179Google Scholar
Baillargeon, R., Scott, R., & Bian, L. (2016). Psychological reasoning in infancy. Annual Review of Psychology, 67, 159–186. https://doi.org/10.1146/annurev-psych-010213-115033Google Scholar
Bakeman, R., Adamson, L. B., Konner, M., & Barr, R. G. (1990).Kung infancy: The social context of object exploration. Child Development, 61, 794–809. https://doi.org/10.2307/1130964Google Scholar
Baldwin, D. A. (1991). Infants’ contribution to the achievement of joint reference. Child Development, 62, 875–890. https://doi.org/10.2307/1131140CrossRefGoogle Scholar
Baltes, P. B. (2006). Lifespan development and the brain. Cambridge: Cambridge University Press.Google Scholar
Bandura, A. (1989). Social cognitive theory. In Vasta, R. (Ed.), Annals of child development: Six theories of child development (Vol. 6, pp. 1–60). Greenwich, CT: JAI Press.Google Scholar
Bates, E., & Elman, J. (1996). Learning rediscovered. Science, 274, 1849–1850. https://doi.org/10.1126/science.274.5294.1849CrossRefGoogle ScholarPubMed
Bauer, P. J. (2002). Long-term recall memory: Behavioral and neuro-developmental changes in the first 2 years of life. Current Directions in Psychological Science, 11, 137–141. https://doi.org/10.1111/1467-8721.00186CrossRefGoogle Scholar
Bauer, P. J. (2006). Constructing a past in infancy: A neuro-developmental account. Trends in Cognitive Sciences, 10, 175–181. https://doi.org/10.1016/j.tics.2006.02.009Google Scholar
Bauer, P. J., & Fivush, R. (2010). Context and consequences of autobiographical memory development. Cognitive Development, 25, 303–308. https://doi.org/10.1016/j.cogdev.2010.08.001Google Scholar
Bernier, A., Carlson, S. M., Deschênes, M., & Matte-Gagné, C. (2012). Social factors in the development of early executive functioning: A closer look at the caregiving environment. Developmental Science, 15, 12–24. https://doi.org/10.1111/j.1467-7687.2011.01093.xCrossRefGoogle Scholar
Best, J. R., Miller, P. H., & Jones, L. L. (2009). Executive functions after age 5: Changes and correlates. Developmental Review, 29, 180–200. https://doi.org/10.1016/j.dr.2009.05.002Google Scholar
Best, J. R., Miller, P. H., & Naglieri, J. A. (2011). Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample. Learning and Individual Differences, 21(4), 327–336. https://doi.org/10.1016/j.lindif.2011.01.007Google Scholar
Bialystok, E. (2015). Bilingualism and the development of executive function: The role of attention. Child Development Perspectives, 9, 117–121. https://doi.org/10.1111/cdep.12116Google Scholar
Bierman, K. L., Coie, J. D., Dodge, K. A. et al. (2019). The fast track program for children at risk: Preventing antisocial behavior. New York: Guilford.Google Scholar
Bjorklund, D. F. (2020). Cambridge elements child development: Child development in evolutionary perspective. Cambridge: Cambridge University Press.Google Scholar
Bjorklund, D. F., & Causey, K. B. (2018). Children’s thinking: Cognitive development and individual differences (6th ed.). Los Angeles, CA: Sage.Google Scholar
Bjorklund, D. F., Dukes, C., & Brown, R. D. (2009). The development of memory strategies. In Courage, M. L. & Cowan, N. (Eds.), The development of memory in infancy and childhood (pp. 145–175). New York: Psychology Press.Google Scholar
Bjorklund, D. F., Schneider, W., Cassel, W. S., & Ashley, E. (1994). Training and extension of a memory strategy: Evidence for utilization deficiencies in the acquisition of an organizational strategy in high- and low-IQ children. Child Development, 65, 951–965. https://doi.org/10.2307/1131430CrossRefGoogle ScholarPubMed
Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. American Psychologist, 57, 111–127. https://doi.org/10.1037/0003-066X.57.2.111Google Scholar
Blair, C. (2010). Stress and the development of self-regulation in context. Child Development Perspectives, 4, 181–188. https://doi.org/10.1111/j.1750-8606.2010.00145.xGoogle Scholar
Blair, C., & Diamond, A. (2008). Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Developmental Psychopathology, 20, 899–911. https://psycnet.apa.org/doi/10.1017/S0954579408000436Google Scholar
Bornstein, M. H. (1995). Form and function: Implications for studies of culture and human development. Culture & Psychology, 1, 123–137. https://doi.org/10.1177/1354067x9511009Google Scholar
Bornstein, M. H. (2009). Toward a model of culture↔parent↔child transactions. In Sameroff, A. (Ed.), The transactional model of development: How children and contexts shape each other (pp. 139–161). Washington, DC: American Psychological Association. https://psycnet.apa.org/doi/10.1037/11877-000Google Scholar
Bornstein, M. H. (2015). Emergence and early development of color vision and color perception. In Elliot, A., Fairchild, M., & Franklin, A. (Eds.), Handbook of color psychology (pp. 149–179). New York: Cambridge University Press. https://doi.org/10.1017/CBO9781107337930Google Scholar
Bornstein, M. H. (2021). The SARS-CoV-2 pandemic: Issues for families, parents, and children. In Bornstein, M. H. (Ed.), Psychological insights for understanding COVID-19 and families, parents, and children (pp. 1–69). London: Routledge.Google Scholar
Bornstein, M. H., Cote, L. R., Maital, S. et al. (2004). Cross‑linguistic analysis of vocabulary in young children: Spanish, Dutch, French, Hebrew, Italian, Korean, and American English. Child Development, 75, 1115–1139. https://doi.org/10.1111/j.1467-8624.2004.00729.xGoogle Scholar
Bornstein, M. H., Putnick, D. L., Cote, L. R., Haynes, O. M. H., & Suwalsky, J. T. D. (2015). Mother-infant contingent vocalizations in 11 countries. Psychological Science, 26, 1272–1284. https://doi.org/10.1177/0956797615586796Google Scholar
Bornstein, M. H., Tal, J., & Tamis-LeMonda, C. (1991). Parenting in cross-cultural perspective. In Bornstein, M. H. (Ed.), Cultural approaches to parenting (pp. 69–90). Hillsdale, NJ: Erlbaum.Google Scholar
Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. New York: Basic Books.Google Scholar
Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In Lerner, R. M. (Ed.), Handbook of child psychology: Theoretical models of human development (6th ed., Vol. 1, pp. 793–828). Hoboken, NJ: Wiley.Google Scholar
Brooks, R., & Meltzoff, A. N. (2014). Gaze following: A mechanism for building social connections between infants and adults. In Mikulincer, M. & Shaver, P. R. (Eds.), Mechanisms of social connection: From brain to group (pp. 167–183). Washington, DC: American Psychological Association.CrossRefGoogle Scholar
Brosseau-Liard, P. E., & Birch, S. A. J. (2011). Epistemic states and traits: Preschoolers appreciate the differential informativeness of situation-specific and person-specific cues to knowledge. Child Development, 82, 1788–1796. https://doi.org/10.1111/j.1467-8624.2011.01662.xGoogle Scholar
Brown, P., & Gaskins, S. (2014). Language acquisition and language socialization. In Enfield, N. J., Kockelman, P., & Sidnell, J. (Eds.), The Cambridge handbook of linguistic anthropology (pp. 187–226). New York: Cambridge University Press. https://doi.org/10.1017/CBO9781139342872.010Google Scholar
Brownell, C. A., & Carriger, M. S. (1990). Changes in cooperation and self-other differentiation during the second year. Child Development, 61, 1164–1174. https://doi.org/10.2307/1130884Google Scholar
Brownell, C. A., Ramani, G. B., & Zerwas, S. (2006). Becoming a social partner with peers: Cooperation and social understanding in one- and two-year-olds. Child Development, 77, 803–821. https://doi.org/10.1111/j.1467-8624.2006.00904.xCrossRefGoogle ScholarPubMed
Bruner, J. S., & Sherwood, V. (1976). Early rule structure: The case of “peekaboo.” In Harre, R. (Ed.), Life sentences (pp. 55–62). London: Wiley.Google Scholar
Budwig, N. (1990). The linguistic marking of nonprototypical agency: An exploration into children’s use of passives. Linguistics, 28, 1121–1252. https://doi.org/10.1515/ling.1990.28.6.1221Google Scholar
Burdelski, M. (2010). Socializing politeness routines: Action, other-orientation, and embodiment in a Japanese preschool. Journal of Pragmatics, 42, 1606–1621. https://doi.org/10.1016/j.pragma.2009.11.007CrossRefGoogle Scholar
Butler, L. P., Ronfard, S., & Corriveau, K. H. (2020). The questioning child: Insights from psychology and education. New York: Cambridge University Press.Google Scholar
Butterworth, B., Reeve, R., & Reynolds, F. (2011). Using mental representations of space when words are unavailable: Studies of enumeration and arithmetic in indigenous Australia. Journal of Cross-Cultural Psychology, 42, 630–638. https://doi.org/10.1177%2F0022022111406020Google Scholar
Butterworth, G. (1995). Origins of mind in perception and action. In Moore, C. & Dunham, P. J. (Eds.), Joint attention: Its origins and its role in development (pp. 29–40). Hillsdale, NJ: Erlbaum.Google Scholar
Callaghan, T., Moll, H., Rakoczy, H. et al. (2011). Early social cognition in three cultural contexts. Monographs of the Society for Research in Child Development, 76 (Serial No. 299), 1–142. https://doi.org/10.1111/j.1540-5834.2011.00603.xGoogle Scholar
Callaghan, T., Rochat, P., Lillard, A. et al. (2005). Synchrony in the onset of mental state reasoning: Evidence from five cultures. Psychological Science, 16(5), 378–384. https://doi.org/10.1111%2Fj.0956-7976.2005.01544.xGoogle Scholar
Cameron-Faulkner, T., Malik, N., Steele, C. et al. (2021). A cross-cultural analysis of early prelinguistic gesture development and its relationship to language development. Child Development, 92, 273–290. https://doi.org/10.1111/cdev.13406Google Scholar
Campbell, S. B. (2000). Developmental perspectives on attention deficit disorder. In Sameroff, A., Lewis, M., & Miller, S. (Eds.), Handbook of child psychopathology (2nd ed., pp. 383–401). New York: Plenum Press.Google Scholar
Carey, S. (1978). The child as a word learner. In Halle, M., Bresnan, J., & Miller, G. (Eds.), Linguistic theory and psychological reality (pp. 264–293). Cambridge, MA: MIT Press.Google Scholar
Carlson, S. M. (2003). Executive function in context: Development, measurement, theory, and experience. Monographs of the Society for Research in Child Development, 68 (Serial No. 274), 138–151. https://doi.org/10.1111/j.1540-5834.2003.06803012.xGoogle ScholarPubMed
Carpendale, J., & Lewis, C. (2021). What makes us human: How minds develop through social interactions. New York: Taylor & Francis Group.Google Scholar
Carpendale, J., Lewis, C., & Müller, U. (2018). The development of children’s thinking: Its social and communicative foundations. Los Angeles, CA: Sage.Google Scholar
Carpenter, M., Akhtar, N., & Tomasello, M. (1998a). 14- through 18-month-old infants differentially imitate intentional and accidental actions. Infant Behavior and Development, 21, 315–330. https://doi.org/10.1016/S0163-6383(98)90009-1Google Scholar
Carpenter, M., Nagell, K., & Tomasello, M. (1998b). Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development, 63 (Serial No. 255), 1–143. https://psycnet.apa.org/doi/10.2307/1166214Google Scholar
Carver, L. J., & Bauer, P. J. (1999). When the event is more than the sum of its parts: 9-month-olds’ long-term ordered recall. Memory, 7, 147–174. https://psycnet.apa.org/doi/10.1080/741944070Google Scholar
Chavajay, P., & Rogoff, B. (1999). Cultural variation in the management of attention by children and their caregivers. Developmental Psychology, 35, 1079–1090. https://psycnet.apa.org/doi/10.1037/0012-1649.35.4.1079CrossRefGoogle ScholarPubMed
Chevalier, N., Kurth, S., Doucette, M. R. et al. (2015). Myelination is associated with processing speed in early childhood: Preliminary insights. PLoS One, 10(10), e0139897. https://doi.org/10.1371/journal.pone.0139897Google Scholar
Chi, M. T. H. (1976). Short term memory limitations in children: Capacity or processing deficits? Memory and Cognition, 4, 559–572. https://doi.org/10.3758/BF03213219Google Scholar
Chi, M. T. H. (1978). Knowledge structures and memory development. In Siegler, R. S. (Ed.), Children’s thinking: What develops? (pp. 73–96). Hillsdale, NJ: Erlbaum.Google Scholar
Cicchetti, D., & Rogosch, F. A. (1996). Equifinality and multifinality in developmental psychopathology. Development and Psychopathology, 8, 597–600. https://psycnet.apa.org/doi/10.1017/S0954579400007318Google Scholar
Clark, E. V. (2019). Research on first language acquisition: A brief history. In Horst, J. S. & von Koss Torkildsen, J. (Eds.), International handbook of language acquisition (pp. 3–19). New York: Taylor & Francis Group.Google Scholar
Cogos, S., Roue, M., & Roturier, S. (2017). Sami place names and maps: Transmitting knowledge of a cultural landscape in contemporary contexts. Arctic, Antarctic, and Alpine Research, 49, 43–51. https://doi.org/10.1657/AAAR0016-042CrossRefGoogle Scholar
Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press.Google Scholar
Collins, L. (2018). The impact of paper versus digital map technology on students’ spatial thinking skill acquisition. Journal of Geography, 117, 137–152. https://doi.org/10.1080/00221341.2017.1374990Google Scholar
Colombo, J. (2001). The development of visual attention in infancy. Annual Review of Psychology, 52, 337–367. https://doi.org/10.1146/annurev.psych.52.1.337Google Scholar
Conant, L. L., Fastenau, P. S., Giordani, B. et al. (2003). Environmental influences on primary memory development: A cross-cultural study of memory span in Lao and American children. Journal of Clinical and Experimental Neuropsychology, 25, 1102–1116. https://doi.org/10.1076/jcen.25.8.1102.16722Google Scholar
Conradt, E. (2017). Using principles of behavioral epigenetics to advance research on early-life stress. Child Development Perspectives, 11, 107–112. https://doi.org/10.1111/cdep.12219CrossRefGoogle ScholarPubMed
Cooper, R. P., & Aslin, R. N. (1990). Preference for infant-directed speech in the first month after birth. Child Development, 61, 1584–1595. https://psycnet.apa.org/doi/10.2307/1130766Google Scholar
Corriveau, K., Harris, P. L., Meins, E. et al. (2009). Young children’s trust in their mothers’ claims: Longitudinal links with attachment security in infancy. Child Development, 80, 750–761. https://psycnet.apa.org/doi/10.1017/CBO9780511750946.005CrossRefGoogle ScholarPubMed
Cowan, N. (2014). Short-term and working memory in childhood. In Bauer, P. J. & Fivush, R. (Eds.), The Wiley handbook on the development of children’s memory (Vol. 1, pp. 202–230). Chichester: Wiley-Blackwell.Google Scholar
Cowan, N., AuBuchon, A. M., Gilchrist, A. L., Ricker, T. J., & Saults, J. S. (2011). Age differences in visual working memory capacity: Not based on encoding limitations. Developmental Science, 14, 1066–1074. https://doi.org/10.1111/j.1467-7687.2011.01060.xGoogle Scholar
Cowell, J. M., Sommerville, J. A., & Decety, J. (2019). That’s not fair: Children’s neural computations of fairness and their impact on resource allocation behaviors and judgments. Developmental Psychology, 55(11), 2299–2310. https://doi.org/10.1037/dev0000813Google Scholar
de Haan, M. (2008). Neurocognitive mechanisms for the development of face processing. In Nelson, C. A. & Luciana, M. (Eds.), The handbook of developmental cognitive neuroscience (2nd ed., pp. 509–520). Cambridge, MA: MIT Press.Google Scholar
De Houwer, A. (2021). Bilingual development in childhood. New York: Cambridge University Press.Google Scholar
DeLoache, J. S. (2004). Becoming symbol minded. Trends in Cognitive Science, 8, 66–70. https://psycnet.apa.org/doi/10.1016/j.tics.2003.12.004Google Scholar
Dempster, F. N. (1981). Memory span: Sources of individual and developmental differences. Psychological Bulletin, 89, 63–100. https://doi.org/10.1016/0022-0965(78)90122-4Google Scholar
Diamond, A. (2011). Biological and social influences on cognitive control processes dependent on the prefrontal cortex. In Braddick, O., Atkinson, J., & Innocenti, G. (Eds.), Progress in brain research (Vol. 189, pp. 319–339). New York: Elsevier.Google Scholar
Diamond, A. (2012). Activities and programs that improve children’s executive functions. Current Directions in Psychological Science, 21, 335–341. https://doi.org/10.1177%2F0963721412453722Google Scholar
Diaz, R. M. (1983). Thought and two languages: The impact of bilingualism on cognitive development. Review of Research in Education, 10, 23–54. https://doi.org/10.3102%2F0091732X010001023Google Scholar
Dick, A. S., Garcia, N. L., Pruden, S. M. et al. (2019). No evidence for a bilingual executive function advantage in the ABCD study. Nature Human Behavior, 3, 692–701. https://doi.org/10.1038/s41562-019-0609-3Google Scholar
Downs, R. M. (2014). Coming of age in the geospatial revolution: The geographic self re-defined. Human Development, 57, 35–57. https://doi.org/10.1159/000358319Google Scholar
Dunn, J. (2002). Emotional development in early childhood: A social relationship perspective. In Davidson, R., Goldsmith, H. H., & Scherer, K. (Eds.), The handbook of affective science (pp. 332–346). Oxford: Oxford University Press.Google Scholar
Elman, J. L., Bates, E. A., Johnson, M. H. et al. (1996). Rethinking innateness: A connectionist perspective on development. Cambridge, MA: MIT Press.Google Scholar
Engel, S. (1995). The stories children tell: Making sense of the narratives of childhood. New York: Freeman.Google Scholar
Engel, S., & Li, A. (2004). Narratives, gossip, and shared experience: How and what young children know about the lives of others. In Lucariello, J. M., Hudson, J. A., Fivush, R., & Bauer, P. J. (Eds.), The development of the mediated mind: Sociocultural context and cognitive development (pp. 151–174). Mahwah, NJ: Erlbaum.Google Scholar
Ervin-Tripp, S. (1996). Context in language. In Slobin, D. I., Gerhardt, J., Kyratzis, A., & Guo, J. (Eds.), Social interaction, social context, and language: Essays in honor of Susan Ervin-Tripp (pp. 21–36). Hillsdale, NJ: Erlbaum.Google Scholar
Esposito, G., Setoh, P., Shinohara, K., & Bornstein, M. H. (2017). The development of attachment: Integrating genes, brain, behavior, and environment. Behavioural Brain Research, 325, 87–89. https://doi.org/10.1016/j.bbr.2017.03.025Google Scholar
Falkum, I. L. (2019). Pragmatic development: Learning to use language to communicate. In Horst, J. S. & von Koss Torkildsen, J. (Eds.), International handbook of language acquisition (pp. 234–260). New York: Taylor & Francis Group.Google Scholar
Farroni, T., Csibra, G., Simion, F., & Johnson, M. H. (2002). Eye contact detection in humans from birth. Proceedings of the National Academy of Sciences of the United States of America, 99, 9602–9605. https://doi.org/10.1073/pnas.152159999Google Scholar
Fass, P. S. (2007). Children of a new world: Society, culture, and globalization. New York: New York University Press.Google Scholar
Feinman, S. (1992). Social referencing and the social construction of reality in infancy. New York: Plenum Press.CrossRefGoogle Scholar
Feldman, D. H., & Morelock, M. J. (2011). Prodigies and savants. In Sternberg, R. J. & Kaufman, S. B. (Eds.), The Cambridge handbook of intelligence (pp. 210–234). New York: Cambridge University Press. https://doi.org/10.1017/CBO9780511977244.012CrossRefGoogle Scholar
Fenson, L., Dale, P. S., Reznick, S. J. et al. (1994). Variability in early communicative development. Monographs of the Society for Research in Child Development, 59 (Serial No. 242), 1–73. https://psycnet.apa.org/doi/10.2307/1166093Google Scholar
Fields-Olivieri, M. A., Cole, P. M., & Roben, C. K. P. (2020). Toddler emotion expressions and emotional traits: Associations with parent-toddler verbal conversation. Infant Behavior and Development, 61, 1–14. https://doi.org/10.1016/j.infbeh.2020.101474Google Scholar
Fisher, A. V., Godwin, K. E., & Seltman, H. (2014). Visual environment, attention allocation, and learning in young children: When too much of a good thing may be bad. Psychological Sciences, 25, 1362–1370. https://doi.org/10.1177%2F0956797614533801Google Scholar
Fitneva, S. A., & Matsui, T. (2015). The emergence and development of language across cultures. In Jensen, L. A. (Ed.), The Oxford handbook of human development and culture (pp. 111–126). Oxford: Oxford University Press.Google Scholar
Fivush, R. (2014). Maternal reminiscing style: The sociocultural construction of autobiographical memory across childhood and adolescence. In Bauer, P. J. & Fivush, R. (Eds.), The Wiley handbook on the development of children’s memory (pp. 568–585). Chichester: Wiley-Blackwell.Google Scholar
Fivush, R., Haden, C. A., & Reese, E. (1996). Remembering, recounting and reminiscing: The development of autobiographical memory in social context. In Rubin, D. (Ed.), Reconstructing our past: An overview of autobiographical memory (pp. 341–359). New York: Cambridge University Press.Google Scholar
Fivush, R., & Hamond, N. R. (1989). Time and again: Effects of repetition and retention interval on two-year-olds’ event recall. Journal of Experimental Child Psychology, 47, 259–273. https://psycnet.apa.org/doi/10.1016/0022-0965(89)90032-5Google Scholar
Fivush, R., & Sales, J. M. (2004). Children’s memory of emotional events. In Reisberg, D. & Hertel, P. (Eds.), Memory and emotion (pp. 242–271). New York: Oxford University Press.CrossRefGoogle Scholar
Flavell, J. H. (1970). Developmental studies of mediated memory. In H. W. Reese & L. P. Lipsett (Eds.), Advances in child development and child behavior (Vol. 5, pp. 181–211). New York: Academic Press.Google Scholar
Flavell, J. H. (1984). Discussion. In Sternberg, R. J. (Ed.), Mechanisms of cognitive development (pp. 187–209). New York: Freeman.Google Scholar
Flavell, J. H., Beach, D. R., & Chinsky, J. M. (1966). Spontaneous verbal rehearsal in a memory task as a function of age. Child Development, 37, 283–299. https://psycnet.apa.org/doi/10.2307/1126804Google Scholar
Flavell, J. H., Green, F. L., & Flavell, E. R. (1983). Development of knowledge about the appearance-reality distinction. Monographs of the Society for Research in Child Development, 51(1) (Serial No. 211), 1–68. https://psycnet.apa.org/doi/10.1016/0010-0285(83)90005-1Google Scholar
Flynn, E. (2010). Underpinning collaborative learning. In Sokol, B. W., Müller, U., Carpendale, J. M., Young, A. R., & Iarocci, G. (Eds.), Self and social regulation: Social interaction and the development of social understanding and executive functions (pp. 312–336). New York: Oxford University Press.Google Scholar
Friedman, S. L., Scholnick, E. K., Bender, R. H. et al. (2014). Planning in middle childhood: Early predictors and later outcomes. Child Development, 85, 1446–1460. https://doi.org/10.1111/cdev.12221Google Scholar
Galluccio, L., & Rovee-Collier, C. (2007). Nonuniform effects of reinstatement within the time window. Learning and Motivation, 37, 1–17. https://doi.org/10.1016/j.lmot.2005.01.002Google Scholar
Garton, A. F. (2004). Exploring cognitive development: The child as problem solver. Malden, MA: Blackwell.Google Scholar
Gaskins, S., & Paradise, R. (2010). Learning through observation in daily life. In Lancy, D. F., Bock, J., & Gaskins, S. (Eds.), The anthropology of learning in childhood (pp. 85–117). Walnut Creek, CA: Alta Mira Press.Google Scholar
Gauvain, M. (2005). Scaffolding in socialization. New Ideas in Psychology, 23, 129–139. https://doi.org/10.1016/j.newideapsych.2006.05.004Google Scholar
Gauvain, M. (2009). Social and cultural transactions in cognitive development: A cross-generational view. In Sameroff, A. (Ed.), The transactional model of development: How children and contexts shape each other (pp. 163–182). Washington, DC: American Psychological Association.Google Scholar
Gauvain, M. (2014). Geospatial tools and the changing nature of human spatial thinking. Human Development, 57, 58–63. https://doi.org/10.1159/000358845Google Scholar
Gauvain, M. (2016). Peer contributions to cognitive development. In Wentzel, K. R. & Ramani, G. B. (Eds.), Handbook of social influences in school contexts: Social-emotional, motivation, and cognitive outcomes (pp. 80–95). New York: Taylor & Francis Group.Google Scholar
Gauvain, M., & Nicolaides, C. (2015). Cognition in childhood across cultures. In Jensen, L. A. (Ed.), The Oxford handbook of human development and culture: An interdisciplinary perspective (pp. 198–213). New York: Oxford University Press.Google Scholar
Gauvain, M., & Perez, S. M. (2015). Cognitive development and culture. In Lerner, R. M. (Series, Ed.) and Liben, L & Müller, U (Vol. Eds.), Handbook of child psychology and developmental science: Cognitive processes (7th ed., Vol. 2, pp. 854–896). New York: Wiley.Google Scholar
Gauvain, M., Perez, S. M., & Reisz, Z. (2018). Stability and change in mother-child planning over middle childhood. Developmental Psychology, 54, 571–585. https://doi.org/10.1037/dev0000456Google Scholar
Gauvain, M., & Reynolds, C. A. (2011). The sociocultural context of cognition across the life span. In Fingerman, K. L., Berg, C. A., Smith, J., & Antonucci, T. C. (Eds.), Handbook of life-span development (pp. 269–297). New York: Springer.Google Scholar
Gergely, G., Bekkering, H., & Kiraly, I. (2002). Rational imitation in pre-verbal infants. Nature, 415, 755. https://psycnet.apa.org/doi/10.1038/415755aGoogle Scholar
Goldin-Meadows, S. (2015). Gesture and cognitive development. In Lerner, R. M. (Series, Ed. ) and Liben, L & Müller, U (Vol. Eds.), Handbook of child psychology and developmental science: Cognitive processes (7th ed., Vol. 2, pp. 339–380). New York: Wiley.Google Scholar
Golinkoff, R. M., Hirsh-Pasek, K., Bailey, L. M., & Wenger, N. R. (1992). Young children and adults use lexical principles to learn new words. Developmental Psychology, 28, 99–108. https://psycnet.apa.org/doi/10.1037/0012-1649.28.1.99CrossRefGoogle Scholar
Göncü, A., Jain, J., & Tuermer, U. (2007). Children’s play as cultural interpretation. In Göncü, A. & Gaskins, S. (Eds.), Play and development: Evolutionary, sociocultural, and functional perspectives (pp. 155–178). Mahwah, NJ: Erlbaum.Google Scholar
Goodnow, J. J. (1990). The socialization of cognition: What’s involved? In Stigler, J. W., Shweder, R. A., & Herdt, G. (Eds.), Cultural psychology: Essays on comparative human development (pp. 259–286). Cambridge: Cambridge University Press.Google Scholar
Goodnow, J. J. (2010). Culture. In Bornstein, M. H. (Ed.), Handbook of cultural developmental science (pp. 3–19). New York: Psychology Press.Google Scholar
Goodnow, J. J., Miller, P. J., & Kessel, F. (1995). Cultural practices as contexts for development. San Francisco, CA: Jossey-Bass.Google Scholar
Gopnik, A., & Astington, J. W. (1988). Children’s understanding of representational change and its relation to the understanding of false belief. Child Development, 59, 26–37. https://doi.org/10.2307/1130386Google Scholar
Gopnik, A., Meltzoff, A. N., & Kuhl, P. K. (1999). The scientist in the crib: Minds, brains, and how children learn. New York: Harper Collins.Google Scholar
Goswami, U. (1995). Transitive relational mappings in three- and four-year-olds: The analogy of Goldilocks and the Three Bears. Child Development, 66, 877–892. https://doi.org/10.1111/j.1467-8624.1995.tb00911.xGoogle Scholar
Goswami, U., & Brown, A. L. (1990). Higher-order structure and relational reasoning: Contrasting analogical and thematic relations. Cognition, 36, 207–226. https://doi.org/10.1016/0010-0277(90)90057-QGoogle Scholar
Gottlieb, G. (1992). Individual development and evolution: The genesis of novel behavior. New York: Oxford University Press.Google Scholar
Gottlieb, G. (2007). Probabilistic epigenesis. Developmental Science, 10, 1–11. https://doi.org/10.1111/j.1467-7687.2007.00556.xGoogle Scholar
Greenfield, P. M. (2009). Linking social change and developmental change: Shifting pathways of human development. Developmental Psychology, 45, 401–418. https://psycnet.apa.org/doi/10.1037/a0014726Google Scholar
Greenough, W. T., Black, J. E., & Wallace, C. S. (1987). Experience and brain development. Child Development, 58, 539–559. https://psycnet.apa.org/doi/10.2307/1130197Google Scholar
Hackman, D. A., Farah, M. J., & Meaney, M. J. (2010). Socioeconomic status and the brain: Mechanistic insights from human and animal research. Nature Reviews Neuroscience, 11, 651–659. https://doi.org/10.1038/nrn2897Google Scholar
Haden, C. A., & Ornstein, P. A. (2009). Research on talking about the past: The past, present, and future. Journal of Cognition and Development, 10, 135–142. https://doi.org/10.1080/15248370903155718Google Scholar
Haden, C. A., Ornstein, P. A., Eckerman, C. O., & Didow, S. M. (2001). Mother–child conversational interactions as events unfold: Linkages to subsequent remembering. Child Development, 72, 1016–1031. https://doi.org/10.1111/1467-8624.00332Google Scholar
Haden, C. A., Ornstein, P. A., O’Brien, B. S. et al. (2011). The development of children’s early memory skills. Journal of Experimental Child Psychology, 108, 44–60. https://doi.org/10.1016/j.jecp.2010.06.007Google Scholar
Hamlin, J. K., Wynn, K., & Bloom, P. (2007). Social evaluation of preverbal infants. Nature, 450, 557–559. https://doi.org/10.1038/nature06288Google Scholar
Hammond, S. I., Müller, U., Carpendale, J. M., Bibok, M. B., & Liebermann-Finestone, D. P. (2012). The effects of parental scaffolding on preschoolers’ executive function. Developmental Psychology, 48(1), 271–281. https://psycnet.apa.org/doi/10.1037/a0025519Google Scholar
Harkness, S., & Super, C. M. (2020). Cross-cultural research on parents: Applications to the care and development of children. New Directions for Child and Adolescent Development. Hoboken, NJ: Wiley.Google Scholar
Harris, P. L., Koenig, M. A., Corriveau, K. H., & Jaswal, V. K. (2018). Cognitive foundations of learning from testimony. Annual Review of Psychology, 69, 251–273. https://doi.org/10.1146/annurev-psych-122216-011710Google Scholar
Hawkins, J., Pea, R. D., Glick, J., & Scribner, S. (1984). “Merds that laugh don’t like mushrooms”: Evidence for deductive reasoning by preschoolers. Developmental Psychology, 20, 584–594. https://psycnet.apa.org/doi/10.1037/0012-1649.20.4.584Google Scholar
Heckhaussen, J. (2000). Evolutionary perspectives on human motivation. American Behavioral Scientist, 43, 1015–1029. https://doi.org/10.1177%2F00027640021955739Google Scholar
Hinde, R. A. (1989). Ethological and relationships perspectives. In Vasta, R. (Ed.), Annals of child development (Vol. 6, pp. 251–285). Greenwich, CT: JAI Press.Google Scholar
Hitch, G. J., & Towse, J. N. (1995). Working memory: What develops? In Weinert, F. E. & Schneider, W. (Eds.), Memory performance and competencies: Issues in growth and development (pp. 3–21). Mahwah, NJ: Erlbaum.Google Scholar
Hoff, E. (2015a). Language development. In Bornstein, M. H. & Lamb, M. E. (Eds.), Developmental science: An advanced textbook (pp. 443–488). New York: Taylor & Francis.Google Scholar
Hoff, E. (2015b). Language development in bilingual children. In Bavin, E. and Naigles, L. (Eds.), The Cambridge handbook of child language (pp. 483–503). Cambridge: Cambridge University Press.Google Scholar
Hoff, E. (2018). Bilingual development in children of immigrant families. Child Development Perspectives, 12, 80–86. https://doi.org/10.1111/cdep.12303Google Scholar
Holmes, C. J., Kim-Spoon, J., & Deater-Dekard, K. (2016). Linking executive function and peer problems from early childhood through middle adolescence. Journal of Abnormal Child Psychology, 44, 31–42. https://doi.org/10.1007/s10802-015-0044-5Google Scholar
Holowka, S., Brosseau-Lapré, F., & Petitto, L. A. (2002). Semantic and conceptual knowledge underlying bilingual babies’ first signs and words. Language Learning, 52(2), 205–262. https://doi.org/10.1111/0023-8333.00184Google Scholar
Homer, B. D., & Tamis-LeMonda, C. S. (2012). The development of social cognition and communication. East Sussex: Psychology Press.Google Scholar
Howe, M. L. (2014). The co-emergence of the self and autobiographical memory: An adaptive view of early memory. In Bauer, P. J. & Fivush, R. (Eds.), The Wiley handbook on the development of children’s memory (Vol. 2, pp. 545–567). Chichester: Wiley-Blackwell.Google Scholar
Howe, M. L. (2015). Memory development. In Lerner, R. M. (Series, Ed.) and Liben, L & Müller, U (Vol. Eds.), Handbook of child psychology and developmental science: Cognitive processes (7th ed., Vol. 2, pp. 203–249). New York: Wiley.Google Scholar
Howe, M. L., Courage, M. L., & Edison, S. C. (2003). When autobiographical memory begins. Developmental Review, 23, 471–494. https://psycnet.apa.org/doi/10.1016/j.dr.2003.09.001Google Scholar
Hudson, J. A. (1990). The emergence of autobiographical memory in mother-child conversation. In Fivush, R. & Hudson, J. A. (Eds.), Knowing and remembering in young children (pp. 166–196). New York: Cambridge University Press.Google Scholar
Hudson, J. A., & Grysman, A. (2014). Extending the life of a memory: Effects of reminders on children’s long-term event memory. In Bauer, P. J. & Fivush, R. (Eds.), The Wiley handbook on the development of children’s memory (pp. 255–284). Chichester: Wiley-Blackwell.Google Scholar
Hunter, M. A., & Ames, E. W. (1988). A multifactor model of infant preferences for novel and familiar stimuli. In Rovee-Collier, C. & Lipsitt, L. P. (Eds.), Advances in infancy research (Vol. 5, pp. 69–95). New York: Ablex.Google Scholar
Huttenlocher, J., Smiley, P., & Charney, R. (1987). Emergence of action categories in the child: Evidence from verb meanings. Psychological Review, 90, 72–93. https://psycnet.apa.org/doi/10.1037/0033-295X.90.1.72Google Scholar
Huttenlocher, J., Waterfall, H., Vasilyeva, N., Vevea, J., & Hedges, L. V. (2010). Sources of variability in children’s language growth. Cognitive Psychology, 61, 343–365. https://doi.org/10.1016/j.cogpsych.2010.08.002Google Scholar
Hyams, N., & Orfitelli, R. (2018). The acquisition of syntax. In Fernandez, E. M. & Cairns, H. S. (Eds.), The handbook of psycholinguistics (pp. 593–614). Hoboken, NJ: Wiley-Blackwell.Google Scholar
Jablonka, E., & Lamb, M. J. (2007). Précis of evolution in four dimensions. Behavioral and Brain Sciences, 30, 353–392. https://doi.org/10.1017/S0140525X07002221Google Scholar
Johnson, M. H. (2005). Sub-cortical face processing. Nature Reviews Neuroscience, 6, 766–774. https://doi.org/10.1038/nrn1766Google Scholar
Johnson, M. H. (2011). Interactive specialization: A domain-general framework for human functional brain development? Developmental Cognitive Neuroscience, 1(1), 7–21. https://doi.org/10.1016/j.dcn.2010.07.003Google Scholar
Johnson, N. H., & de Haan, M. (2015). Developmental cognitive neuroscience: An introduction (4th ed.). Malden, MA: Wiley-Blackwell.Google Scholar
Johnson, S. P., & Hannon, E. E. (2015). Perceptual development. In Lerner, R. M. (Series, Ed.) and Liben, L & Müller, U (Vol. Eds.), Handbook of child psychology and developmental science: Cognitive processes (7th ed., Vol. 2, pp. 63–112). New York: Wiley.Google Scholar
Joiner, R., Littleton, K., Faulkner, D., & Miell, D. (2000). Rethinking collaborative learning. London: Free Association Books.Google Scholar
Kail, R. (2000). Speed of information processing: Developmental change and links to intelligence. Journal of School Psychology, 38, 51–61. https://psycnet.apa.org/doi/10.1016/S0022-4405(99)00036-9Google Scholar
Kail, R. V. (2007). Longitudinal evidence that increases in processing speed and working memory enhance children’s reasoning. Psychological Science, 18, 312–313. https://psycnet.apa.org/doi/10.1111/j.1467-9280.2007.01895.xGoogle Scholar
Kail, R. V., & Ferrer, E. F. (2007). Processing speed in childhood and adolescence: Longitudinal models for examining developmental change. Child Development, 78, 1760–1770. https://doi.org/10.1111/j.1467-8624.2007.01088.xGoogle Scholar
Kail, R. V., McBride-Chang, C., Ferrer, E., Cho, J.-R., & Shu, H. (2013). Cultural differences in the development of processing speed. Developmental Science, 16, 476–483. https://doi.org/10.1111/desc.12039Google Scholar
Kaller, C. P., Rahm, B., Spreer, J., Mader, I., & Unterrainer, J. M. (2008). Thinking around the corner: The development of planning abilities. Brain and Cognition, 67, 360–370. https://doi.org/10.1016/j.bandc.2008.02.003CrossRefGoogle ScholarPubMed
Karasik, L. B., Tamis-LeMonda, C. S., Adolph, K. E., & Bornstein, M. H. (2015). Places and posture: A cross-cultural comparison of sitting in 5-month-olds. Journal of Cross-Cultural Psychology, 46, 1023–1038. https://doi.org/10.1177/0022022115593803Google Scholar
Kearins, J. (1981). Visual spatial memory in Aboriginal and white Australian children. Cognitive Psychology, 13, 434–460. https://psycnet.apa.org/doi/10.1016/0010-0285(81)90017-7Google Scholar
Kee, D. W. (1994). Developmental differences in associative memory: Strategy use, mental effort, and knowledge-access interaction. In Reese, H. W. (Ed.), Advances in child development and behavior (Vol. 25, pp. 7–32). New York: Academic Press.Google Scholar
Kellman, P. J., & Arterberry, M. E. (2006). Infant visual perception. In Damon, W. & Lerner, R. M. (Eds., Series) and Kuhn, D & Siegler, R. S (Vol. Eds.), Handbook of child psychology: Cognition, perception, and language (6th ed., Vol. 2, pp. 109–160). New York: Wiley.Google Scholar
Kent, R. (2005). Speech development. In Hopkins, B. (Ed.), The Cambridge encyclopedia of child development (pp. 257–264). New York: Cambridge University Press.Google Scholar
Kessen, W. (1960). Research design in the study of developmental problems. In Mussen, P. H. (Ed.), Handbook of research methods in child development (pp. 36–70). New York: John Wiley.Google Scholar
Kisilevsky, B. S., Hains, S. M. J., Lee, K. et al. (2003). Effects of experience on fetal voice recognition. Psychological Science, 14, 220–224. https://doi.org/10.1111/1467-9280.02435Google Scholar
Klahr, D. (2000). Exploring science: The cognition and development of discovery processes. Cambridge, MA: MIT Press.Google Scholar
Klahr, D., Zimmerman, C., & Jirout, J. (2011). Educational interventions to advance children’s scientific thinking. Science, 333, 971–975. https://psycnet.apa.org/doi/10.1126/science.1204528Google Scholar
Koenig, M. A., Li, P. H., & McMyler, B. (2021). Interpersonal trust in children’s testimonial learning. Mind & Language, 1–20. https://doi.org/10.1111/mila.12361Google Scholar
Konner, M. J. (2010). The evolution of childhood: Relationships, emotion, mind. Cambridge, MA: Belknap Press.Google Scholar
Kubicek, L. F., & Emde, R. N. (2012). Emotional expression and language: A longitudinal study of typically developing earlier and later talkers from 15 to 30 months. Infant Mental Health Journal, 33, 553–584. https://doi.org/10.1002/imhj.21365Google Scholar
Kuhl, P. K. (2009). Early language acquisition: Phonetic and word learning, neural substrates, and a theoretical model. In Moore, B., Tyler, L., & Marslen-Wilson, W. (Eds.), The perception of speech: From sound to meaning (pp. 103–131). Oxford: Oxford University Press.Google Scholar
Kwon, A. Y., Vallotton, C. D., Kiegelmann, M., & Wilhelm, K. H. (2018). Cultural diversification of communicative gestures through early childhood: A comparison of children in English-, German-, and Chinese- speaking families. Infant Behavior and Development, 50, 328–339. https://doi.org/10.1016/j.infbeh.2017.10.003Google Scholar
Lancy, D. (2008). The anthropology of childhood: Cherubs, chattel, changelings. Cambridge: Cambridge University Press.Google Scholar
Lerner, R. M., Hershberg, R. M., Hilliard, L. J., & Johnson, S. K. (2015). Concepts and theories of human development. In Bornstein, M. H. & Lamb, M. E. (Eds.), Developmental science: An advanced textbook (pp. 3–41). New York: Taylor & Francis.Google Scholar
Lewis, M., & Brooks-Gunn, J. (1979). Social cognition and the acquisition of the self. New York: Plenum Press.Google Scholar
Liben, L. S. (2009). The road to understanding maps. Current Directions in Psychological Science, 18, 310–315. https://psycnet.apa.org/doi/10.1111/j.1467-8721.2009.01658.xGoogle Scholar
Liben, L. S., & Christensen, A. E. (2011). Spatial development: Evolving approaches to enduring questions. In Goswami, U. (Ed.), The Wiley-Blackwell handbook of childhood cognitive development (2nd ed., pp. 446–472). Malden, MA: Wiley-Blackwell.Google Scholar
Liben, L. S., & Downs, R. M. (2015). Map use skills. In Monmonier, M. (Ed.), Cartography in the twentieth century (pp. 1074–1080). Chicago, IL: University of Chicago Press.Google Scholar
Lickliter, R., & Honeycutt, H. (2015). Biology, development, and human systems. In Lerner, R. (Series Ed.) and Overton, W. F & Molenaar, P. C. M (Vol. Eds.), Handbook of child psychology and developmental science: Theory and method (7th ed., Vol. 1, pp. 162–207). New York: Wiley.Google Scholar
Liddle, B., & Nettle, D. (2006). Higher-order theory of mind and social competence in school-age children. Journal of Cultural and Evolutionary Psychology, 4(3–4), 231–244. https://doi.org/10.1556/JCEP.4.2006.3-4.3Google Scholar
Lillard, A. S. (2015). The development of play. In Lerner, R. M. (Series, Ed.) and Liben, L & Müller, U (Vol. Eds.), Handbook of child psychology and developmental science: Cognitive processes (7th ed., Vol. 2, pp. 425–468). New York: Wiley.Google Scholar
Liszkowski, U., Brown, P., Callaghan, T., Takada, A., & de Vos, C. (2012). A prelinguistic gestural universal of human communication. Cognitive Science, 36, 698–713. https://doi.org/10.1111/j.1551-6709.2011.01228.xGoogle Scholar
Lukowski, A. F., & Bauer, P. J. (2014). Long-term memory in infancy and early childhood. In Bauer, P. J. & Fivush, R. (Eds.), The Wiley handbook on the development of children’s memory (Vol. 1, pp. 230–254). Chichester: Wiley-Blackwell.Google Scholar
Lyons, K. E., & Ghetti, S. (2010). Metacognitive development in early childhood: New questions about old assumptions. In Efklides, A. & Misailidi, P. (Eds.), Trends and prospects in metacognition research (pp. 259–278). New York: Springer. www.proquest.com/books/metacognitive-development-early-childhood-new/docview/761417245/se-2?accountid=14521Google Scholar
Lyons, K. E., & Zelazo, P. D. (2011). Monitoring, metacognition, and executive function: Elucidating the role of self-reflection in the development of self-regulation. In Benson, J. (Ed.), Advances in child development and behavior (Vol. 40, pp. 379–412). Burlington: Academic Press.Google Scholar
MacWhinney, B. (2015). Language development. In Lerner, R. M. (Series, Ed.) and Liben, L & Müller, U (Vol. Eds.), Handbook of child psychology and developmental science: Cognitive processes (7th ed., Vol. 2, pp. 296–338). New York: Wiley.Google Scholar
Maddieson, I. (2005). Consonant inventories. In Haspelmath, M., Dryer, M. S., Gil, D., & Comrie, B. (Eds.), The world atlas of language structures (pp. 10–14). Oxford: Oxford University Press.Google Scholar
Manian, N., & Bornstein, M. H. (2009). Dynamics of emotion in infants of clinically depressed and nondepressed mothers. Journal of Child Psychology and Psychiatry, 50, 1410–1418. https://doi.org/10.1111/j.1469-7610.2009.02166.xGoogle Scholar
Maphalala, Z., Pascoe, M., & Smouse, M. R. (2014). Phonological development of first language isiXhosa-speaking children aged 3;0–6;0 years: A descriptive cross-sectional study. Clinical Linguistics and Phonetics, 28, 174–194. https://doi.org/10.3109/02699206.2013.840860Google Scholar
Mareschal, D., Johnson, M. H., Sirois, S. et al. (2007). Neoconstructivism: How the brain constructs cognition. Oxford: Oxford University Press.Google Scholar
Markman, E. M. (2014). Constraints on word learning: Speculations about their nature, origins, and domain specificity. In Gunnar, M. R. & Maratsos, M. (Eds.), Modularity and constraints in language and cognition (pp. 59–102). New York: Psychology Press.Google Scholar
Marshall, P. J., & Shipley, T. F. (2009). Event-related potentials to point-light displays of human actions in 5-month-old infants. Developmental Neuropsychology, 34, 368–377. https://doi.org/10.1080/87565640902801866Google Scholar
Maslen, R. J. C., Theakston, A. L., Lieven, E. V. M., & Tomasello, M. (2004). A dense corpus study of past tense and overregularization in English. Journal of Speech, Language, and Hearing Research, 47, 1319–1333. https://psycnet.apa.org/doi/10.1044/1092-4388(2004/099)Google Scholar
Maurer, D., & Salapatek, P. (1976). Developmental changes in the scanning of faces by young infants. Child Development, 47, 523–527. https://psycnet.apa.org/doi/10.2307/1128813Google Scholar
Maynard, A. E., Subrahmanyam, K., & Greenfield, P. M. (2005). Technology and the development of intelligence: From the loom to the computer. In Sternberg, R. J. & Preiss, D. D. (Eds.), Intelligence and technology: The impact of tools on the nature and development of human abilities (pp. 29–53). Hillsdale, NJ: Erlbaum.Google Scholar
McBride-Chang, C., Zhou, Y., Cho, J.-C. et al. (2011). Visual spatial skills: A consequence of learning to read? Journal of Experimental Child Psychology, 109, 256–262. https://doi.org/10.1016/j.jecp.2010.12.003Google Scholar
McCormack, T., & Atance, C. M. (2011). Planning in young children: A review and synthesis. Developmental Review, 31, 1–31. https://doi.org/10.1016/j.dr.2011.02.002Google Scholar
Mead, M. (1955). Childhood in contemporary cultures. Chicago, IL: University of Chicago Press.Google Scholar
Meaney, M. J. (2010). Epigenetics and the biological definition of gene × environment interactions. Child Development, 81(1), 41–79. https://doi.org/10.1111/j.1467-8624.2009.01381.xGoogle Scholar
Miller, P. H. (2016). Theories of developmental psychology (6th ed.). New York: Worth.Google Scholar
Miller, P. J., Fung, H., Lin, S., Chen, E. C.-H., & Boldt, B. R. (2012). How socialization happens on the ground: Narrative practices as alternate socializing pathways in Taiwanese and European-American families. Monographs of the Society for Research in Child Development, 77 (Serial No. 302), 77–104. DOI:10.1111/j.1540-5834.2011.00646.xGoogle Scholar
Mistry, J., Contreras, M., & Dutta, R. (2013). Culture and child development. In Lerner, R. M., Easterbrooks, M., & Mistry, J. (Eds.), Handbook of psychology: Developmental psychology (2nd ed., Vol. 6, pp. 265–285). Editor-in-Chief: I. B. Weiner. Hoboken, NJ: Wiley.Google Scholar
Mondloch, C. J., Lewis, T. L., Budreau, D. et al. (1999). Face perception during early infancy. Psychological Science, 10, 419–422. https://psycnet.apa.org/doi/10.1111/1467-9280.00179Google Scholar
Moore, D. S. (2015). The developing gene: The fallacy of “nature vs. nurture.” New York: Freeman.Google Scholar
Mpogole, H., Hidaya, U., & Tedre, M. (January 15–16, 2008). Mobile phones and poverty alleviation: A survey study in rural Tanzania. Proceedings of 1st International Conference on M4D Mobile Communication Technology for Development. Iringa, Tanzania.Google Scholar
Müller, U., & Kerns, K. (2015). The development of executive function. In Lerner, R. M. (Series, Ed.) and Liben, L & Müller, U (Vol. Eds.), Handbook of child psychology and developmental science: Cognitive processes (7th ed., Vol. 2, pp. 425–468). New York: Wiley.Google Scholar
Munakata, Y. (2006). Information processing approaches to development. In Damon, W. & Lerner, R. M. (Series Eds.) and Kuhn, D. & Siegler, R. S. (Vol. Eds.), Handbook of child psychology: Cognition, perception, and language (6th ed., Vol. 2, pp. 426–463). New York: Wiley.Google Scholar
Nakamura, K. (2001). The acquisition of polite language by Japanese children. In Nelson, K. E., Aksu-Koc, A., & Johnson, C. E. (Eds.), Children’s language: Developing narrative and discourse competence (pp. 93–112). Mahwah, NJ: Erlbaum.Google Scholar
National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. Washington, DC: The National Academies Press.Google Scholar
National Academies of Sciences, Engineering, and Medicine. (2021). Science and engineering in preschool through elementary grades: The brilliance of children and the strengths of educators. Washington, DC: The National Academies Press. https://doi.org/10.17226/26215.Google Scholar
Naus, M. J. (1982). Memory development in the young reader: The combined effects of knowledge base and memory processing. In Otto, W. & White, S. (Eds.), Reading expository material (pp. 49–74). New York: Academic Press.Google Scholar
Nelson, C. A., Thomas, K. M., & de Haan, M. (2006). Neural basis of cognitive development. In Damon, W. & Lerner, R. M. (Eds., Series) and Kuhn, D & Siegler, R. S (Vol. Eds.), Handbook of child psychology: Cognition, perception, and language (6th ed., Vol. 2, pp. 3–57). New York: Wiley.Google Scholar
Nelson, K. (2014). Sociocultural theories of memory development. In Bauer, P. J. & Fivush, R. (Eds.), The Wiley handbook on the development of children’s memory (pp. 87–108). Chichester: Wiley-Blackwell.Google Scholar
Niebaum, J., & Munakata, Y. (2020). Deciding what to do: Developments in children’s spontaneous monitoring of cognitive demands. Child Development Perspectives, 14, 202–207. https://doi.org/10.1111/cdep.12383Google Scholar
Ninio, A., & Snow, C. E. (1999). The development of pragmatics: Learning to use language appropriately. In Ritchie, W. C. & Bhatia, T. K. (Eds.), Handbook of child language acquisition (pp. 347–383). San Diego, CA: Academic Press.Google Scholar
Oakes, L. M., & Tellinghuisen, D. J. (1994). Examining in infancy: Does it reflect active processing? Developmental Psychology, 30, 748–756. https://psycnet.apa.org/doi/10.1037/0012-1649.30.5.748Google Scholar
Ochs, E., & Schieffelin, B. (2016). Acquiring conversational competence. London: Routledge.Google Scholar
Onishi, K. H., & Baillargeon, R. (2005). Do 15-month-old infants understand false belief? Science, 308, 352–359. https://doi.org/10.1126%2Fscience.1107621Google Scholar
Ornstein, P. A., & Coffman, J. (2020). Toward an understanding of the development of skilled remembering: The role of teachers’ instructional language. Current Directions in Psychological Science, 29, 445–452. https://doi.org/10.1177%2F0963721420925543Google Scholar
Ornstein, P. A., Naus, M. J., & Liberty, C. (1975). Rehearsal and organizational processes in children’s memory. Child Development, 46, 818–830. https://psycnet.apa.org/doi/10.2307/1128385Google Scholar
Overton, W. F. (1984). World views and their influence on psychological theory and research: Kuhn-Lakotos-Lauden. In Reese, H. W. (Ed.), Advances in child development and behavior (Vol. 18, pp. 191–226). Orlando, FL: Academic Press.Google Scholar
Packer, M., & Cole, M. (2015). Culture in development. In Bornstein, M. H. & Lamb, M. E. (Eds.), Developmental science: An advanced textbook (pp. 43–111). New York: Taylor & Francis.Google Scholar
Parrish-Morris, J., Golinkoff, R. M., & Hirsh-Pasek, K. (2013). From coo to code: A brief story of language development. In Zelazo, P. D. (Ed.), The Oxford handbook of developmental psychology (Vol. 1, pp. 867–908). New York: Oxford University Press.Google Scholar
Pascalis, O., de Haan, M., & Nelson, C. A. (2002). Is face processing species-specific during the first year of life? Science, 5, 427–434. https://psycnet.apa.org/doi/10.1126/science.1070223Google Scholar
Paulus, M. (2011). How infants relate looker and object: Evidence for a perceptual learning account of gaze following in infancy. Developmental Science, 14, 1301–1310. https://doi.org/10.1111/j.1467-7687.2011.01076.xGoogle Scholar
Pearson, B. Z., Fernandez, S. C., Lewedeg, V., & Oller, D. K. (1997). The relation of input factors of lexical learning by bilingual infants (ages 8 to 30 months). Applied Psycholinguistics, 18, 41–58. https://psycnet.apa.org/doi/10.1017/S0142716400009863Google Scholar
Peisner-Feinberg, E. S., Burchinal, M. R., Clifford, R. M. et al. (2001). The relation of preschool child-care quality to children’s cognitive and social developmental trajectories through second grade. Child Development, 72, 1534–1553. https://doi.org/10.1111/1467-8624.00364Google Scholar
Peterson, L. R., & Peterson, M. J. (1959). Short-term retention of individual verbal items. Journal of Experimental Psychology, 58, 193–198. https://psycnet.apa.org/doi/10.1037/h0049234Google Scholar
Pressley, M., & Hilden, K. (2006). Cognitive strategies. In Damon, W. & Lerner, R. M. (Eds., Series) and Kuhn, D & Siegler, R. S (Vol. Eds.), Handbook of child psychology: Cognition, perception, and language (6th ed., Vol. 2, pp. 511–556). Hoboken, NJ: Wiley.Google Scholar
Putnick, D. L., & Bornstein, M. H. (2016). Girls’ and boys’ labor and household chores in low- and middle-income countries. In Bornstein, M. H., Putnick, D. L., Lansford, J. E., Deater-Deckard, K., & Bradley, R. H. (Eds.), Gender in low- and middle-income countries. Monograph of the Society for Research in Child Development, 81(1) (Serial No. 320), 104–122. https://doi.org/10.1111/mono.12228Google Scholar
Redshaw, J., Vandersee, J., Bulley, A., & Gilbert, S. (2018). Development of children’s use of external reminders for hard-to-remember intentions. Child Development, 89, 2099–2108. https://doi.org/10.1111/cdev.13040Google Scholar
Reese, E. (2019). Language learning from books. In Horst, J. S. & von Koss Torkildsen, J. (Eds.), International handbook of language acquisition (pp. 462–484). New York: Taylor & Francis Group.Google Scholar
Reznick, J. S. (2014). Methodological challenges in the study of short-term working memory in infants. In Bauer, P. J. & Fivush, R. (Eds.), The Wiley handbook on the development of children’s memory (Vol. 1, pp. 230–254). Chichester: Wiley-Blackwell.Google Scholar
Ricco, R. R. (2015). The development of reasoning. In Lerner, R. M. (Series, Ed.) and Liben, L & Müller, U (Vol. Eds.), Handbook of child psychology and developmental science: Cognitive processes (7th ed., Vol. 2, pp. 519–570). New York: Wiley.Google Scholar
Richards, J. E., & Anderson, D. E. (2004). Attentional inertia in children’s extended looking at television. In Kail, R. V. (Ed.), Advances in child development and behavior (Vol. 32, pp. 163–212). San Diego, CA: Elsevier.Google Scholar
Richert, R. A., & Lillard, A. S. (2002). Children’s understanding of the knowledge prerequisites of drawing and pretending. Developmental Psychology, 38, 1004–1015. https://psycnet.apa.org/doi/10.1037/0012-1649.38.6.1004Google Scholar
Richland, L. E., Morrison, R. G., & Holyoak, K. J. (2006). Children’s development of analogical reasoning: Insights from scene analogy problems. Journal of Experimental Child Psychology, 94, 249–273. https://doi.org/10.1016/j.jecp.2006.02.002Google Scholar
Richland, L. E., Zur, O., & Holyoak, K. J. (2007). Cognitive supports for analogies in the mathematics classroom. Science, 316, 1128–1129. https://psycnet.apa.org/doi/10.1126/science.1142103Google Scholar
Rochat, P. (2015). Layers of awareness in development. Developmental Review, 38, 122–145. https://doi.org/10.1016/j.dr.2015.07.009Google Scholar
Rochat, P., & Striano, T. (2002). Who’s in the mirror? Self-other discrimination in specular images by four- and nine-month-old infants. Child Development, 73, 35–46. https://doi.org/10.1111/1467-8624.00390Google Scholar
Rochat, P., & Zahavi, D. (2011). The uncanny mirror: A re-framing of mirror self-experience. Cognition and Consciousness, 20, 204–213. https://doi.org/10.1016/j.concog.2010.06.007Google Scholar
Roebers, C. M. (2017). Executive function and metacognition: Towards a unifying framework of cognitive self-regulation. Developmental Review, 45, 31–51. https://doi.org/10.1016/j.dr.2017.04.001Google Scholar
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.Google Scholar
Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press.Google Scholar
Rogoff, B., Paradise, R., Arauz, R. M., Correa-Chávez, M., & Angelillo, C. (2003). Firsthand learning through intent participation. Annual Review of Psychology, 54, 175–203. https://doi.org/10.1146/annurev.psych.54.101601.145118Google Scholar
Ronfard, S., & Lane, J. D. (2018). Preschoolers continually adjust their epistemic trust based on an informant’s ongoing accuracy. Child Development, 89, 414–429. https://doi.org/10.1111/cdev.12720Google Scholar
Rosa, A., & Valsiner, J. (2018). The Cambridge handbook of sociocultural psychology. New York: Cambridge University Press. https://doi.org/10.1017/9781316662229Google Scholar
Ross-Sheehy, S., Oakes, L. M., & Luck, S. J. (2003). The development of visual short-term memory capacity in infants. Child Development, 74, 1807–1822. https://doi.org/10.1046/j.1467-8624.2003.00639.xGoogle Scholar
Rothbart, M. K., & Bates, J. (2006). Temperament. In Damon, W. & Lerner, R. M. (Gen. Eds.) and Eisenberg, N (Ed.), Handbook of child psychology: Social, emotional, and personality development (6th ed., Vol. 3, pp. 99–166). New York: Wiley.Google Scholar
Rothbart, M. K., Sheese, B. E., Rueda, M., & Posner, M. I. (2011). Developing mechanisms of self-regulation in early life. Emotion Review, 3, 207–213. https://doi.org/10.1177%2F1754073910387943Google Scholar
Rovee-Collier, C. (1995). Time windows in cognitive development. Developmental Psychology, 31, 147–169. https://psycnet.apa.org/doi/10.1037/0012-1649.31.2.147Google Scholar
Rovee-Collier, C., & Cuevas, K. (2009). Multiple memory systems are unnecessary to account for infant memory development: An ecological model. Developmental Psychology, 45, 160–174. https://doi.org/10.1037%2Fa0014538Google Scholar
Rovee-Collier, C. K., & Shyi, G. (1992). A functional and cognitive analysis of infant long-term retention. In Brainard, C. J., Howe, M. L., & Reyna, V. (Eds.), Development of long-term retention (pp. 3–55). New York: Springer-Verlag.Google Scholar
Ruff, H. A., & Capozzoli, M. C. (2003). Development of attention and distractibility in the first 4 years of life. Developmental Psychology, 39, 877–890. https://psycnet.apa.org/doi/10.1037/0012-1649.39.5.877Google Scholar
Ruff, H. A., & Rothbart, M. K. (1996). Attention in early development: Themes and variations. New York: Oxford University Press.Google Scholar
Saffran, J. R., Aslin, R. N., & Newport, E. L. (1996). Statistical learning by 8-month-old infants. Science, 274, 1926–1928. https://doi.org/10.1126/science.274.5294.1926Google Scholar
Saffran, J. R., Werker, J., & Werner, L. A. (2006). The infant’s auditory world. In Damon, W. & Lerner, R. M. (Eds., Series) and Kuhn, D & Siegler, R. S (Vol. Eds.), Handbook of child psychology: Cognition, perception, and language (6th ed., Vol. 2, pp. 58–108). New York: Wiley.Google Scholar
Sameroff, A. (2009). The transactional model. In Sameroff, A. (Ed.), The transactional model of development: How children and contexts shape each other (pp. 3–21). Washington, DC: American Psychological Association.Google Scholar
Sarnthein, J., vonStein, A., Rappelsberger, P. et al. (1997). Persistent patterns of brain activity: An EEG coherence study of the positive effect of music on spatial-temporal reasoning. Neurological Research, 19, 107–116. https://doi.org/10.1080/01616412.1997.11740782Google Scholar
Sawyer, R. K. (2014). Cambridge handbook of the learning sciences (2nd ed.). New York: Cambridge University Press.Google Scholar
Sayfan, L., & Lagattuta, K. H. (2009). Scaring the monster away: What children know about managing fears of real and imaginary creatures. Child Development, 80, 1756–1774. https://psycnet.apa.org/doi/10.1111/j.1467-8624.2009.01366.xGoogle Scholar
Schneider, J. L., & Iverson, J. M. (2021). Cascades in action: How the transition to walking shapes caregiver communication during everyday interactions. Developmental Psychology, 58, 1–16. https://psycnet.apa.org/doi/10.1037/dev0001280Google Scholar
Schneider, W. (2010). Memory development in childhood. In Goswami, U. (Ed.), Blackwell handbook of childhood cognitive development (2nd ed., pp. 236–256). London: Blackwell.Google Scholar
Schneider, W. (2014). Individual differences in memory development and educational implications: Cross-sectional and longitudinal evidence. In Bauer, P. J. & Fivush, R. (Eds.), The Wiley handbook on the development of children’s memory (Vol. 2, pp. 947–971). Chichester: Wiley.Google Scholar
Schneider, W. (2015). Memory development from early childhood to adulthood. New York: Springer.Google Scholar
Schneider, W., & Ornstein, P. A. (2015). The development of children’s memory. Child Development Perspectives, 9, 190–195. https://doi.org/10.1111/cdep.12129Google Scholar
Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S. et al. (2015). Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51, 52–66. https://psycnet.apa.org/doi/10.1037/a0038454Google Scholar
Scott, R. M., & Baillargeon, R. (2017). Early false-belief understanding. Trends in Cognitive Sciences, 21, 237–249. https://doi.org/10.1016/j.tics.2017.01.012Google Scholar
Selmeczy, D., & Ghetti, S. (2019). Here is a hint! How children integrate reliable recommendations in their memory decisions. Journal of Experimental Child Psychology, 177, 222–239. https://doi.org/10.1016/j.jecp.2018.08.004Google Scholar
Serpell, R. (2011). Social responsibility as a dimension of intelligence, and as an educational goal: Insights from programmatic research in an African society. Child Development Perspectives, 5, 126–133. https://doi.org/10.1111/j.1750-8606.2011.00167.xGoogle Scholar
Shultz, S., & Vouloumanos, A. (2010). Three-month-olds prefer speech to other naturally occurring signals. Language Learning and Development, 6(4), 241–257. https://doi.org/10.1080/15475440903507830Google Scholar
Siegel, A. W., & White, S. H. (1982). The child study movement: Early growth and development of the symbolized child. Advances in Child Development and Behavior, 17, 233–285. https://doi.org/10.1016/S0065-2407(08)60361-4Google Scholar
Siegler, R. S. (1991). Strategy choice and strategy discovery. Learning and Instruction, 1, 89–102. https://doi.org/10.1016/0959-4752(91)90020-9Google Scholar
Siegler, R. S. (2005). Children’s learning. American Psychologist, 60(8), 769–778. https://doi.org/10.1037/0003-066X.60.8.769Google Scholar
Siegler, R. S. (2006). Microgenetic analysis of learning. In Damon, W. (Series Ed.) and Kuhn, D & Siegler, R. S (Vol. Eds.), Handbook of child psychology: Cognition, perception, and language (6th ed., Vol. 2, pp. 464–510). New York: Wiley.Google Scholar
Siegler, R. S., & Chen, Z. (2002). Development of rules and strategies: Balancing the old and new. Journal of Experimental Child Psychology, 81, 446–457. https://doi.org/10.1006/jecp.2002.2666Google Scholar
Simons, C., Metzger, S. R., & Sonnenschein, S. (2020). Children’s metacognitive knowledge of five key learning processes. Translational Issues in Psychological Science, 6, 32–42. https://psycnet.apa.org/doi/10.1037/tps0000219Google Scholar
Snow, C. E. (1990). Building memories: The ontogeny of autobiography. In Cicchetti, D. & Beeghly, M. (Eds.), The self in transition: Infancy to childhood (pp. 213–242). Chicago, IL: University of Chicago Press.Google Scholar
Spencer, J. P. (2019). Making sense of developmental dynamics. Human Development, 63, 255–263. https://doi.org/10.1159/000504296Google Scholar
Spencer, J. P., Perone, S., & Buss, A. T. (2011). Twenty years and going strong: A dynamic systems revolution in motor and cognitive development. Child Development Perspectives, 5, 260–266. https://doi.org/10.1111/j.1750-8606.2011.00194.xGoogle Scholar
Sperling, G. (1960). The information available in brief visual presentations. Psychological Monographs, 74, 1–29. https://psycnet.apa.org/doi/10.1037/h0093759Google Scholar
Squire, L. R. (1992). Memory and the hippocampus: A synthesis from findings with rats, monkeys, and humans. Psychological Review, 99(2), 195–231. https://doi.org/10.1037/0033-295X.99.2.195Google Scholar
Sterponi, L. (2010). Learning communicative competence. In Lancy, D. F., Bock, J., & Gaskins, S. (Eds.), The anthropology of learning in childhood (pp. 235–259). Lanham, MD: Alta Mira Press.Google Scholar
Swain, I. U., Zelazo, P. R., & Clifton, R. K. (1993). Newborn infants’ memory for speech sounds retained over 24 hours. Developmental Psychology, 29, 312–323. https://psycnet.apa.org/doi/10.1037/0012-1649.29.2.312Google Scholar
Tabery, J. (2014). Beyond versus: The struggle to understand the interaction of nature and nurture. Cambridge, MA: MIT Press.Google Scholar
Tamis-LeMonda, C. S., & Bornstein, M. H. (1989). Habituation and maternal encouragement of attention in infants as predictors of toddler language, play, and representational competence. Child Development, 60, 738–751. https://psycnet.apa.org/doi/10.2307/1130739Google Scholar
Tamis-LeMonda, C. S., Cristofaro, T. N., Rodriguez, E. T., & Bornstein, M. H. (2006). Early language development: Social influences in the first years of life. In Balter, L. & LeMonda, C. S. (Eds.), Child psychology: A handbook of contemporary issues (2nd ed., pp. 79–108). New York: Psychology Press.Google Scholar
Tardif, T., Shatz, M., & Naigles, L. (1997). Caregiver speech and children’s use of nouns versus verbs: A comparison on English, Italian, and Mandarin. Journal of Child Language, 24, 535–565. https://psycnet.apa.org/doi/10.1017/S030500099700319XGoogle Scholar
Thelen, E., & Smith, L. B. (2006). Dynamic systems theory. In Damon, W. (Series, Ed.) and Lerner, R. M. (Vol. Ed.), Handbook of child psychology: Theoretical models of human development (6th ed., Vol. 1, pp. 258–312). New York: Wiley.Google Scholar
Tomasello, M. (2019). Becoming human: A theory of ontogeny. Cambridge, MA: Harvard University Press. https://doi.org/10.4159/9780674988651Google Scholar
Tomasello, M., Carpenter, M., Call, J., Behne, T., & Moll, H. (2005). Understanding and sharing intentions: The origins of cultural cognition. Behavioral and Brain Sciences, 28, 675–735. https://doi.org/10.1017/s0140525x05000129Google Scholar
Tomasello, M., Carpenter, M., & Liszkowski, U. (2007). A new look at infant pointing. Child Development, 78, 705–722. https://doi.org/10.1111/j.1467-8624.2007.01025.xGoogle Scholar
Tomasello, M., & Farrar, J. (1986). Joint attention and early language. Child Development, 57, 1454–1463. https://psycnet.apa.org/doi/10.2307/1130423Google Scholar
Tõugu, P., Tulviste, T., Schröder, L., Keller, H., & De Geer, B. (2012). Content of maternal open-ended questions and statements in reminiscing with their 4-year-olds: Links with independence and interdependence orientation in European contexts. Memory, 20, 499–510. https://doi.org/10.1080/09658211.2012.683009Google Scholar
Trevarthen, C. (2002). Making sense of infants making sense. Intellectica, 34, 161–188. https://doi.org/10.3406/intel.2002.1078Google Scholar
Trevarthen, C., & Aitken, K. J. (2001). Infant intersubjectivity: Research, theory and clinical applications. Journal of Child Psychology and Psychiatry, 42, 3–48. https://psycnet.apa.org/doi/10.1111/1469-7610.00701Google Scholar
Tronick, E. Z., Als, H., Adamson, L., Wise, S., & Brazelton, T. B. (1978). The infant’s response to entrapment between contradictory messages in face-to-face interaction. Journal of the American Academy of Child Psychiatry, 17, 1–13. https://doi.org/10.1016/s0002-7138(09)62273-1Google Scholar
Tulving, E. (1987). Multiple memory systems and consciousness. Human Neurobiology, 6, 67–80. www.proquest.com/scholarly-journals/multiple-memory-systems-consciousness/docview/617445417/se-2?accountid=14521Google Scholar
Turkheimer, E. (2000). Three laws of behavior genetics and what they mean. Current Directions in Psychological Science, 9, 160–164. https://psycnet.apa.org/doi/10.1111/1467-8721.00084Google Scholar
Van Bergen, P., Salmon, K., Dadds, M. R., & Allen, J. (2009). The effects of mother training in emotion-rich, elaborative reminiscing on children’s shared recall and emotion knowledge. Journal of Cognition and Development, 10(3), 162–187. https://psycnet.apa.org/doi/10.1080/15248370903155825Google Scholar
van de Vijver, F. J. R., Hofer, J., & Chasiotis, A. (2010). Methodology. In Bornstein, M. H. (Ed.), Handbook of cultural developmental science (pp. 21–37). New York: Psychology Press.Google Scholar
Van IJzendoorn, M. H., Bakermans-Kranenburg, M. J., Duschinsky, R. et al. (2020). Institutionalisation and deinstitutionalisation of children 1: A systematic and integrative review of evidence regarding effects on development. The Lancet Psychiatry, 7, 703–720. https://doi.org/10.1016/S2215-0366(19)30399-2Google Scholar
Vierkant, T. (2012). Self-knowledge and knowing other minds: The implicit/explicit distinction as a tool in understanding theory of mind. British Journal of Developmental Psychology, 30, 141–155. https://doi.org/10.1111/j.2044-835X.2011.02068.xGoogle Scholar
Vygotsky, L. S. (1978). Mind in society: The development of higher mental functions. Cambridge, MA: Harvard University Press.Google Scholar
Vygotsky, L. S. (1987). The collected works of L. S. Vygotsky: Problems of general psychology (Vol. 1). New York: Plenum Press.Google Scholar
Waddington, C. H. (1962). New patterns in genetics and development. New York: Columbia University Press.Google Scholar
Waddington, C. H. (1966). Principles of development and differentiation. New York: Macmillan.Google Scholar
Wang, Q. (2004). The emergence of cultural self-constructs: Autobiographical memory and self-description in European American and Chinese children. Developmental Psychology, 40, 3–15. https://psycnet.apa.org/doi/10.1037/0012-1649.40.1.3Google Scholar
Wartella, E., Beaudoin-Ryan, L., Blackwell, C. K. et al. (2016). What kind of adults will our children become? The impact of growing up in a media-saturated world. Journal of Children and Media, 10, 13–20. https://doi.org/10.1080/17482798.2015.1124796Google Scholar
Waxman, S. R., Shipley, E. F., & Shepperson, B. (1991). Establishing new subcategories: The role of category labels and existing knowledge. Child Development, 62, 127–138. https://psycnet.apa.org/doi/10.2307/1130709Google Scholar
Weiss, M. J., Zelazo, P. R., & Swain, I. U. (1988). Newborn response to auditory stimulus discrepancy. Child Development, 59, 1530–1541. https://psycnet.apa.org/doi/10.2307/1130668Google Scholar
Wellman, H. M. (2006). Theory of mind: A core human cognition. In Jing, Q., Rosenzweig, M. R., d’Ydewalle, G. et al. (Eds.), Progress in psychological science around the world (pp. 503–525). New York: Psychology Press.Google Scholar
Wellman, H. M. (2017). The development of theory of mind: Historical reflections. Child Development Perspectives, 11, 207–214. https://doi.org/10.1111/cdep.12236Google Scholar
Wentzel, K. R., & Ramani, G. B. (2016). Handbook of social influences in school contexts: Social-emotional, motivation, and cognitive outcomes. New York: Taylor & Francis Group.Google Scholar
Werker, J. F., & Desjardins, R. N. (1995). Listening to speech in the first year of life: Experiential influences on phoneme perception. Current Directions in Psychological Science, 4, 76–81. https://psycnet.apa.org/doi/10.1111/1467-8721.ep10772323Google Scholar
Werker, J. F., Pegg, J. E., & McLeod, P. J. (1994). A cross-language investigation of infant preference for infant-directed communication. Infant Behavior and Development, 17, 323–333. https://psycnet.apa.org/doi/10.1016/0163-6383(94)90012-4Google Scholar
Werker, J. F., Pons, F., Dietrich, C. et al. (2007). Infant-directed speech supports phonetic category learning in English and Japanese. Cognition, 103, 147–162. https://doi.org/10.1016/j.cognition.2006.03.006Google Scholar
Werner, J. S., & Siqueland, E. R. (1978). Visual recognition memory in the preterm infant. Infant Behavior and Development, 1, 79–84. https://doi.org/10.1016/S0163-6383(78)80011-3Google Scholar
Wertsch, J. V. (2007). Mediation. In Daniels, H., Cole, M., & Wertsch, J. V. (Eds.), The Cambridge companion to Vygotsky (pp. 178–192). Cambridge: Cambridge University Press.Google Scholar
Westermann, G., Mareschal, D., Johnson, M. H. et al. (2007). Neuroconstructivism. Developmental Science, 10(1), 75–83. https://doi.org/10.1111/j.1467-7687.2007.00567.xGoogle Scholar
Wetzel, N., Scharf, F., & Widman, A. (2019). Can’t ignore-distraction by task-irrelevant sounds in early and middle childhood. Child Development, 90, 819–830. https://doi.org/10.1111/cdev.13109Google Scholar
Whiting, B. B. (1976). The problem of the packaged variable. In Riegel, K. F. & Meecham, J. A (Eds.), The developing individual in a changing world (pp. 303–309). Chicago, IL: Aldine.Google Scholar
Willatts, P. (1990). Development of problem solving strategies in infants. In Bjorklund, D. F. (Ed.), Children’s strategies (pp. 23–66). Hillsdale, NJ: Erlbaum.Google Scholar
Willcutt, E. G. (2012). The prevalence of DSM-IV attention-deficit/hyperactivity disorder: A meta-analytic review. Neurotherapeutics, 9, 490–499. https://doi.org/10.1007/s13311-012-0135-8Google Scholar
Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children’s understanding of deception. Cognition, 13, 103–128. https://psycnet.apa.org/doi/10.1016/0010-0277(83)90004-5Google Scholar
Witherington, D. C., & Lickliter, R. (2017). Transcending the nature-nurture debate through epigenetics: Are we there yet? Human Development, 60(2–3), 65–68. https://doi.org/10.1159/000478796Google Scholar
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem-solving. Journal of Child Psychology and Psychiatry, 17, 89–100. https://psycnet.apa.org/doi/10.1111/j.1469-7610.1976.tb00381.xGoogle Scholar
Yu, C.-L., Kovelman, I., & Wellman, H. M. (2021). How bilingualism informs theory of mind development. Child Development Perspectives, 15, 154–159. https://doi.org/10.1111/cdep.12412Google Scholar
Zelazo, P. D. (2015). Executive function: Reflection, iterative reprocessing, complexity, and the developing brain. Developmental Review, 38, 55–68. https://doi.org/10.1111/cdep.12412Google Scholar
Zelazo, P. D., Blair, C. B., & Willoughby, M. T. (2016). Executive function: Implications for education (NCER 2017-2000). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/Google Scholar
Zelazo, P. D., Chandler, M., & Crone, E. A. (2010). The birth and early development of a new discipline: Developmental social cognitive neuroscience. In Zelazo, P., Chandler, M., & Crone, E. (Eds.), Developmental social cognitive neuroscience (pp. 3–9). New York: Psychology Press.Google Scholar
- 8
- Cited by