Thématiques
- Baker, E. R., D’Esterre, A. P. et Weaver, J. P.(2021). Executive function and Theory of Mind in explaining young children’s moral reasoning: A Test of the Hierarchical Competing Systems Model.
Cognitive Development, 58, article 101035.
- Bower, C. A. et Liben, L. S.(2021). Can a Domain-General Spatial Intervention Facilitate Children’s Science Learning? A Lesson From Astronomy.
Child Development, 92(1), 76-100.
- Breitwieser, J. et Brod, G.(2021). Cognitive Prerequisites for Generative Learning: Why Some Learning Strategies Are More Effective Than Others.
Child Development, 92(1), 258-272.
- Brinums, M., Redshaw, J., Nielsen, M., Suddendorf, T. et Imuta, K.(2021). Young children’s capacity to seek information in preparation for a future event.
Cognitive Development, 58, article 101015.
- Bunce, L. et Woolley, J. D.(2021). Fantasy orientation and creativity in childhood: A closer look.
Cognitive Development, 57, article 100979.
- Caporaso, J. S., Marcovitch, S. et Boseovski, J. J.(2021). Executive function and the development of social information processing during the preschool years.
Cognitive Development, 58, article 101018.
- Caza, J. S., O’Brien, B. M., Cassidy, K. S., Ziani-Bey, H. A. et Atance, C. M.(2021). Tomorrow will be different: Children’s ability to incorporate an intervening event when thinking about the future.
Developmental Psychology, 57(3), 376-385.
- Choi, K., Kirkorian, H. L. et Pempek, T. A.(2021). Touchscreens for Whom? Working Memory and Age Moderate the Impact of Contingency on Toddlers’ Transfer From Video.
Frontiers in Psychology, 12, article 621372.
- Cioffi, C. C., Griffin, A. M., Natsuaki, M. N., Shaw, D. S., Reiss, D., Ganiban, J. M., Neiderhiser, J. M. et Leve, L. D.(2021). The role of negative emotionality in the development of child executive function and language abilities from toddlerhood to first grade: An adoption study.
Developmental Psychology, 57(3), 347-360.
- Csink, V., Mareschal, D. et Gliga, T.(2021). Does surprise enhance infant memory? Assessing the impact of the encoding context on subsequent object recognition.
Infancy, 26(2), 303-318.
- Doherty, M. J., Wimmer, M. C., Gollek, C., Stone, C. et Robinson, E. J.(2021). Piecing Together the Puzzle of Pictorial Representation: How Jigsaw Puzzles Index Metacognitive Development.
Child Development, 92(1), 205-221.
- Evans, N. S., Todaro, R. D., Schlesinger, M. A., Golinkoff, R. M. et Hirsh-Pasek, K.(2021). Examining the impact of children’s exploration behaviors on creativity.
Journal of Experimental Child Psychology, 207, article 105091.
- Geeraerts, S. B., Endendijk, J. J., Deković, M., Huijding, J., Deater‐Deckard, K. et Mesman, J.(2021). Inhibitory Control Across the Preschool Years: Developmental Changes and Associations with Parenting.
Child Development, 92(1), 335-350.
- Ghrear, S., Fung, K., Haddock, T. et Birch, S. A. J.(2021). Only Familiar Information is a “Curse”: Children’s Ability to Predict What Their Peers Know.
Child Development, 92(1), 54-75.
- Grenell, A. et Carlson, S. M.(2021). Individual differences in executive function and learning: The role of knowledge type and conflict with prior knowledge.
Journal of Experimental Child Psychology, 206, article 105079.
- Guerrero-Rosada, P., Weiland, C., McCormick, M., Hsueh, J., Sachs, J., Snow, C. et Maier, M.(2021). Null relations between CLASS scores and gains in children’s language, math, and executive function skills : A replication and extension study.
Early Childhood Research Quarterly, 54, 1‑12.
- Horn, S. S., Bayen, U. J. et Michalkiewicz, M.(2021). The Development of Clustering in Episodic Memory: A Cognitive-Modeling Approach.
Child Development, 92(1), 239-257.
- James, B. T., Parrish, A. E., Guild, A. S., Creamer, C., Kelly, V., Perdue, B., Kelly, A. J. et Beran, M. J.(2021). Go if you know: Preschool children’s movements reflect their metacognitive monitoring.
Cognitive Development, 57, article 101001.
- Kayılı, G. et Erdal, Z.(2021). Children’s problem solving skills: Does Drama Based Storytelling Method work?
Journal of Childhood, Education & Society, 2(1), 43-57.
- Kloo, D., Sodian, B., Kristen‐Antonow, S., Kim, S. et Paulus, M.(2021). Knowing minds: Linking early perspective taking and later metacognitive insight.
British Journal of Developmental Psychology, 39(1), 39-53.
- Kuhn, M., Boise, C., Marvin, C. A. et Knoche, L. L.(2021). Challenging Behaviors and Executive Function in Preschool-Aged Children: Relationships and Implications for Practice.
Infants & Young Children, 34(1), 46-65.
- Lavis, L. et Mahy, C. E. V.(2021). “I’ll remember everything no matter what!”: The role of metacognitive abilities in the development of young children’s prospective memory.
Journal of Experimental Child Psychology, 207, article 105117.
- Li, Y., Wang, Y., Chen, X., Li, S. et Zhang, L.(2021). Do children know that fantastic events in television programs are not real?
Cognitive Development, 58, article 101020.
- Ling, D. S., Wong, C. D. et Diamond, A.(2021). Children Only 3 Years Old Can Succeed at Conditional “If, Then” Reasoning, Much Earlier Than Anyone Had Thought Possible.
Frontiers in Psychology, 11, article 571891.
- Moradlou, S., Zheng, X., Tian, Y. et Ginzburg, J.(2021). Wh-Questions are understood before polar-questions: Evidence from English, German, and Chinese.
Journal of Child Language, 48(1), 157-183.
- Mou, Y., Zhang, B., Piazza, M. et Hyde, D. C.(2021). Comparing set-to-number and number-to-set measures of cardinal number knowledge in preschool children using latent variable modeling.
Early Childhood Research Quarterly, 54, 125‑135.
- Oeri, N. et Roebers, C. M.(2021). Task persistence in kindergarten children: Disentangling age from schooling effects.
British Journal of Developmental Psychology, 39(1), 217-230.
- Ruggeri, A., Walker, C. M., Lombrozo, T. et Gopnik, A.(2021). How to Help Young Children Ask Better Questions?
Frontiers in Psychology, 11, article 586819.
- Schröer, L., Cooper, R. P. et Mareschal, D.(2021). Science with Duplo: Multilevel goal management in preschoolers’ toy house constructions.
Journal of Experimental Child Psychology, 206, article 105067.
- Squires, C. et Manfra, L.(2021). Preschoolers’ endogenously-triggered self-regulation.
Cognitive Development, 58, article 101032.
- Uhlenberg, J. M. et Geiken, R.(2021). Supporting Young Children’s Spatial Understanding : Examining Toddlers’ Experiences with Contents and Containers.
Early Childhood Education Journal, 49(1), 49‑60.
- Van Bommel, J. et Palmér, H.(2021). Young students’ views on problem solving versus problem posing.
Journal of Childhood, Education & Society, 2(1), 1-13.
- White, R. E. et Carlson, S. M.(2021). Pretending with realistic and fantastical stories facilitates executive function in 3-year-old children.
Journal of Experimental Child Psychology, 207, article 105090.
- van der Aalsvoort, G., van der, Zee, S. et de Wit, T.(2020). Improving science skills by practicing geometry and measurement in Kindergarten.
Early Child Development and Care, 190(4), 537‑548.
- Alarcón, D. E. et Bonardi, C.(2020). Under the influence of the environment : Children’s responding invigorated and biased by predictive cues.
Journal of Experimental Child Psychology, 191, 1-15.
- Baron, A., Malmberg, L.-E., Evangelou, M., Nesbitt, K. et Farran, D.(2020). The Play’s the Thing : Associations between Make-Believe Play and Self-Regulation in the Tools of the Mind Early Childhood Curriculum.
Early Education and Development, 31(1), 66‑83.
- Beaudoin, C., Leblanc, É., Gagner, C. et Beauchamp, M. H.(2020). Systematic Review and Inventory of Theory of Mind Measures for Young Children.
Frontiers in Psychology, 10, 1-23.
- Beckner, A. G., Cantrell, L. M., DeBolt, M. C., Martinez, M., Luck, S. J. et Oakes, L. M.(2020). Visual short-term memory for overtly attended objects during infancy.
Infancy, 25(3), 347-370.
- Bernier, A., Beauchamp, M. H. et Cimon‐Paquet, C.(2020). From Early Relationships to Preacademic Knowledge: A Sociocognitive Developmental Cascade to School Readiness.
Child Development, 91(1), 134‑145.
- Chang, I.(2020). Influences of executive function, language comprehension, and fluency on young children’s reading comprehension.
Journal of Early Childhood Research, 18(1), 44‑57.
- Chien, H. Y.(2020). Effects of Two Teaching Strategies on Preschoolers’ Oral Language Skills : Repeated Read-Aloud With Question and Answer Teaching Embedded and Repeated Read-Aloud With Executive Function Activities Embedded.
Frontiers in Psychology, 10, 1-11.
- Coelho, L. A., Amatto, A. N., Gonzalez, C. L. R. et Gibb, R. L.(2020). Building executive function in pre-school children through play : A curriculum.
International Journal of Play, 9(1), 128-142.
- Demetriou, A., Kazali, E., Kazi, S. et Spanoudis, G.(2020). Cognition and cognizance in preschool predict school achievement in primary school.
Cognitive Development, 54, article 100872.
- Dündar‐Coecke, S., Tolmie, A. et Schlottmann, A.(2020). Children’s reasoning about continuous causal processes: The role of verbal and non-verbal ability.
British Journal of Educational Psychology, 90(2), 364-381.
- Geeraerts, S. B., Backer, P. M. et Stifter, C. A.(2020). It takes two: Infants’ moderate negative reactivity and maternal sensitivity predict self-regulation in the preschool years.
Developmental Psychology, 56(5), 869-879.
- Howard, S. J., Vasseleu, E., Batterham, M. et Neilsen-Hewett, C.(2020). Everyday Practices and Activities to Improve Pre-school Self-Regulation : Cluster RCT Evaluation of the PRSIST Program.
Frontiers in Psychology, 11, 1-15.
- Hu, B. Y., Fan, X., Wu, Y., LoCasale-Crouch, J. et Song, Z.(2020). Teacher–child interaction quality and Chinese children’s academic and cognitive development : New perspectives from piecewise growth modeling.
Early Childhood Research Quarterly, 51, 242‑255.
- Hughes, C., Devine, R. T., Mesman, J. et Blair, C.(2020). Understanding the Terrible Twos: A longitudinal investigation of the impact of early executive function and parent-child interactions.
Developmental Science, 3(3), 1-28.
- Jusiené, R., Rakickiené, L., Breidokiené, R. et Laurinaityté, I.(2020). Executive function and screen-based media use in preschool children
Infant and Child Development, 29(1), 1-13.
- Kaaz, T. et Heil, M.(2020). Infants’ looking times in a 2-D mental rotation task.
Infant and Child Development, 29(2), 1-9.
- Keller-Margulis, M. A. et Dempsey, A. G.(2020). Cognitive and Academic Performance of Preschool-Age Children Born Preterm.
Early Childhood Education Journal, 48(2), 203-211.
- Koch, F.-S., Sundqvist, A., Thornberg, U. B., Nyberg, S., Lum, J. A. G., Ullman, M. T., Barr, R., Rudner, M. et Heimann, M.(2020). Procedural memory in infancy : Evidence from implicit sequence learning in an eye-tracking paradigm.
Journal of Experimental Child Psychology, 191, 1-15.
- Korucu, I., Litkowski, E. et Schmitt, S. A.(2020). Examining Associations between the Home Literacy Environment, Executive Function, and School Readiness.
Early Education and Development, 31(3), 455-473.
- Köymen, B., Jurkat, S. et Tomasello, M.(2020). Preschoolers refer to direct and indirect evidence in their collaborative reasoning.
Journal of Experimental Child Psychology, 193, 1-11.
- Lecheile, B. M., Spinrad, T. L., Xu, X., Lopez, J. et Eisenberg, N.(2020). Longitudinal relations among household chaos, SES, and effortful control in the prediction of language skills in early childhood.
Developmental Psychology, 56(4), 727-738.
- Leigh, J.(2020). Using creative research methods and movement to encourage reflection in children.
Journal of Early Childhood Research, 18(2), 130-142.
- Lobo, F. M. et Lunkenheimer, E.(2020). Understanding the parent-child coregulation patterns shaping child self-regulation.
Developmental Psychology, 56(6), 1121-1134.
- Margoni, F. et Surian, L.(2020). Conceptual continuity in the development of intent-based moral judgment.
Journal of Experimental Child Psychology, 194, 1-12.
- Martin, D. U., Perry, C. et Kaufman, J.(2020). Effects of a mirror on young children’s transgression in a gift-delay task.
British Journal of Developmental Psychology, 38(2), 205-218.
- Mazachowsky, T. R. et Mahy, C. E. V.(2020). Constructing the Children’s Future Thinking Questionnaire: A reliable and valid measure of children’s future-oriented cognition.
Developmental Psychology, 56(4), 756-772.
- McLoughlin, N., Leech, K. A., Chernyak, N., Blake, P. R. et Corriveau, K. H.(2020). Conflicting perspectives mediate the relation between parents’ and preschoolers’ self-referent mental state talk during collaboration.
British Journal of Developmental Psychology, 38(2), 255-267.
- Meneghetti, C., Carretti, B., Lanfranchi, S. et Toffalini, E.(2020). Spatial description learning in preschoolers : The role of perspective and individual factors.
Cognitive Development, 53, 1-12.
- Moffet, L., Flannagan, C. et Shah, P.(2020). The influence of environmental reliability in the marshmallow task: An extension study.
Journal of Experimental Child Psychology, 194, 1-14.
- Nancekivell, S. E., Ho, V. et Denison, S.(2020). Who knows what? Preschoolers appreciate the link between ownership and knowledge.
Developmental Psychology, 56(5), 880-887.
- Narea, M., Arriagada, V. et Allel, K.(2020). Center-Based Care in Toddlerhood and Child Cognitive Outcomes in Chile : The Moderating Role of Family Socio-Economic Status.
Early Education and Development, 31(2), 218‑233.
- Nikiforidou, Z. et Stack, J.(2020). The wolf was only feeling hungry : Emotional understanding and embodied cognition through dramatic play.
International Journal of Early Years Education, 28(1), 50‑62.
- Oeri, N. et Roebers, C. M.(2020). Regulating disappointment can impair cognitive performance in kindergarten children : Individual differences in ego depletion.
Journal of Experimental Child Psychology, 190, 1-10.
- Oeri, N., Kälin, S. et Buttelmann, D.(2020). The role of executive functions in kindergartens’ persistent and non-persistent behaviour.
British Journal of Developmental Psychology, 38(2), 337-343.
- Öhlschläger, S. et Võ, M. L.-H.(2020). Development of scene knowledge: Evidence from explicit and implicit scene knowledge measures.
Journal of Experimental Child Psychology, 194, 1-21.
- Palmquist, C. M., Cheries, E. W. et DeAngelis, E. R.(2020). Looking smart: Preschoolers’ judgements about knowledge based on facial appearance.
British Journal of Developmental Psychology, 38(1), 31-41.
- Prabhakar, J. et Ghetti, S.(2020). Connecting the Dots Between Past and Future: Constraints in Episodic Future Thinking in Early Childhood.
Child Development, 91(2), 315-330.
- Quan, L. et Tingyong, F.(2020). Executive Function Training Improves Emotional Competence for Preschool Children: The Roles of Inhibition Control and Working Memory.
Frontiers in Psychology, 11, 1-11.
- Rhodes, S. M., Stewart, T. M. et Kanevski, M.(2020). Immediate impact of fantastical television content on children’s executive functions.
British Journal of Developmental Psychology, 38(2), 268-288.
- Rinaldi, L., Di Luca, S., Toneatto, C. et Girelli, L.(2020). The effects of hemispheric dominance, literacy acquisition, and handedness on the development of visuospatial attention: A study in preschoolers and second graders.
Journal of Experimental Child Psychology, 195, 1-15.
- Robichaud, J.-M., Lessard, J., Labelle, L. et Mageau, G. A.(2020). The Role of Logical Consequences and Autonomy Support in Children’s Anticipated Reactions of Anger and Empathy.
Journal of Child and Family Studies, 29(6), 1511-1524.
- Rojas, N., Yoshikawa, H., Morris, P., Kamboukos, D., Dawson-Mcclure, S. et Brotman, L.(2020). The association of peer behavioral regulation with motor-cognitive readiness skills in preschool.
Early Childhood Research Quarterly, 51, 153‑163.
- Ross, J., Hutchison, J. et Cunningham, S. J.(2020). The Me in Memory: The Role of the Self in Autobiographical Memory Development.
Child Development, 91(2), 299-314.
- Sartori, R. F., Valentini, N. C. et Fonseca, R. P.(2020). Executive function in children with and without developmental coordination disorder: A comparative study.
Child: Care, Health and Development, 46(3), 294-302.
- Schmitt, S. A., Duncan, R. J., Budrevich, A. et Korucu, I.(2020). Benefits of Behavioral Self-regulation in the Context of High Classroom Quality for Preschoolers’ Mathematics.
Early Education and Development, 31(3), 323-334.
- Scionti, N., Cavallero, M., Zogmaister, C. et Marzocchi, G. M.(2020). Is Cognitive Training Effective for Improving Executive Functions in Preschoolers? A Systematic Review and Meta-Analysis.
Frontiers in Psychology, 10, 1-23.
- Sensoy, Ö., Culham, J. C. et Schwarzer, G.(2020). Do infants show knowledge of the familiar size of everyday objects?
Journal of Experimental Child Psychology, 195, 1-13.
- Shuwairi, S. M., Tran, A., Belardo, J. et Murphy, G. L.(2020). Conceptual understanding of complexity, symmetry, and object coherence in young children.
Infant and Child Development, 29(2), 1-25.
- Spinrad, T. L., Morris, A. S. et Luthar, S. S.(2020). Introduction to the special issue: Socialization of emotion and self-regulation: Understanding processes and application.
Developmental Psychology, 56(3), 385-389.
- Sudo, M. et Farrar, J.(2020). Theory of mind understanding, but whose mind? Affiliation with the target is related to children’s false belief performance.
Cognitive Development, 54, 1-15.
- Tandon, P., Hassairi, N., Soderberg, J. et Joseph, G.(2020). The relationship of gross motor and physical activity environments in child care settings with early learning outcomes.
Early Child Development and Care, 190(4), 570‑579.
- Tecwyn, E. C., Bechlivanidis, C., Lagnado, D. A., Hoerl, C., Lorimer, S., Blakey, E., McCormack, T. et Buehner, M. J.(2020). Causality influences children’s and adults’ experience of temporal order.
Developmental Psychology, 56(4), 739-755.
- Thompson, M. J., Davies, P. T., Hentges, R. F., Sturge-Apple, M. L. et Parry, L. Q.(2020). Understanding how and why effortful control moderates children’s vulnerability to interparental conflict.
Developmental Psychology, 56(5), 937-950.
- Thompson, S. F., Zalewski, M., Kiff, C. J., Moran, L., Cortes, R. et Lengua, L. J.(2020). An empirical test of the model of socialization of emotion: Maternal and child contributors to preschoolers’ emotion knowledge and adjustment.
Developmental Psychology, 56(3), 418-430.
- Yuniarto, L.S., Gerson, S. A. et Seed, A. M.(2020). Better all by myself: Gaining personal experience, not watching others, improves 3-year-olds’ performance in a causal trap task.
Journal of Experimental Child Psychology, 194, 1-10.
- Zheng, Y., Zacks, J. M. et Markson, L.(2020). The development of event perception and memory.
Cognitive Development, 54, 1-16.
- Rosen, M. L., Hagen, M. P., Lurie, L. A., Miles, Z. E., Sheridan, M. A., Meltzoff, A. N. et McLaughlin, K. A.(2020). Cognitive Stimulation as a Mechanism Linking Socioeconomic Status With Executive Function : A Longitudinal Investigation.
Child Development, 91(4), 762-779.
- Mateo, A., Ros, L., Ricarte, J. J., Fernandez, D. et Latorre, J. M.(2020). Effects of visual and verbal cues in facilitating the remembering of an autobiographical event in preschoolers.
Early Child Development and Care, 190(7), 1093-1108.