Journal Alert: TOPICS IN COGNITIVE SCIENCE

Title:
> Why Formal Learning Theory Matters for Cognitive Science
>
> Authors:
> Fulop, S; Chater, N
>
> Source:
> *TOPICS IN COGNITIVE SCIENCE*, 5 (1):3-12; JAN 2013
>
> Abstract:
> This article reviews a number of different areas in the foundations of
> formal learning theory. After outlining the general framework for formal
> models of learning, the Bayesian approach to learning is summarized.
> This leads to a discussion of Solomonoff's Universal Prior Distribution
> for Bayesian learning. Gold's model of identification in the limit is
> also outlined. We next discuss a number of aspects of learning theory
> raised in contributed papers, related to both computational and
> representational complexity. The article concludes with a description of
> how semi-supervised learning can be applied to the study of cognitive
> learning models. Throughout this overview, the specific points raised by
> our contributing authors are connected to the models and methods under
> review.
>
> ========================================================================
>
>
> *Pages: 13-34 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000313754300003
> *Order Full Text [ ]
>
> Title:
> Tuning Your Priors to the World
>
> Authors:
> Feldman, J
>
> Source:
> *TOPICS IN COGNITIVE SCIENCE*, 5 (1):13-34; JAN 2013
>
> Abstract:
> The idea that perceptual and cognitive systems must incorporate
> knowledge about the structure of the environment has become a central
> dogma of cognitive theory. In a Bayesian context, this idea is often
> realized in terms of tuning the priorwidely assumed to mean adjusting
> prior probabilities so that they match the frequencies of events in the
> world. This kind of ecological tuning has often been held up as an ideal
> of inference, in fact defining an ideal observer. But widespread as this
> viewpoint is, it directly contradicts Bayesian philosophy of
> probability, which views probabilities as degrees of belief rather than
> relative frequencies, and explicitly denies that they are objective
> characteristics of the world. Moreover, tuning the prior to observed
> environmental frequencies is subject to overfitting, meaning in this
> context overtuning to the environment, which leads (ironically) to poor
> performance in future encounters with the same environment. Whenever
> there is uncertainty about the environmentwhich there almost always isan
> agent's prior should be biased away from ecological relative frequencies
> and toward simpler and more entropic priors.
>
> ========================================================================
>
>
> *Pages: 35-55 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000313754300004
> *Order Full Text [ ]
>
> Title:
> Language Learning From Positive Evidence, Reconsidered: A Simplicity-Based Approach
>
> Authors:
> Hsu, AS; Chater, N; Vitanyi, P
>
> Source:
> *TOPICS IN COGNITIVE SCIENCE*, 5 (1):35-55; JAN 2013
>
> Abstract:
> Children learn their native language by exposure to their linguistic and
> communicative environment, but apparently without requiring that their
> mistakes be corrected. Such learning from positive evidence has been
> viewed as raising logical problems for language acquisition. In
> particular, without correction, how is the child to recover from
> conjecturing an over-general grammar, which will be consistent with any
> sentence that the child hears? There have been many proposals concerning
> how this logical problem can be dissolved. In this study, we review
> recent formal results showing that the learner has sufficient data to
> learn successfully from positive evidence, if it favors the simplest
> encoding of the linguistic input. Results include the learnability of
> linguistic prediction, grammaticality judgments, language production,
> and form-meaning mappings. The simplicity approach can also be scaled
> down to analyze the learnability of specific linguistic constructions,
> and it is amenable to empirical testing as a framework for describing
> human language acquisition.
>
> ========================================================================
>
>
> *Pages: 56-88 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000313754300005
> *Order Full Text [ ]
>
> Title:
> On the Necessity of U-Shaped Learning
>
> Authors:
> Carlucci, L; Case, J
>
> Source:
> *TOPICS IN COGNITIVE SCIENCE*, 5 (1):56-88; JAN 2013
>
> Abstract:
> A U-shaped curve in a cognitive-developmental trajectory refers to a
> three-step process: good performance followed by bad performance
> followed by good performance once again. U-shaped curves have been
> observed in a wide variety of cognitive-developmental and learning
> contexts. U-shaped learning seems to contradict the idea that learning
> is a monotonic, cumulative process and thus constitutes a challenge for
> competing theories of cognitive development and learning. U-shaped
> behavior in language learning (in particular in learning English past
> tense) has become a central topic in the Cognitive Science debate about
> learning models. Antagonist models (e.g., connectionism versus nativism)
> are often judged on their ability of modeling or accounting for U-shaped
> behavior. The prior literature is mostly occupied with explaining how
> U-shaped behavior occurs. Instead, we are interested in the necessity of
> this kind of apparently inefficient strategy. We present and discuss a
> body of results in the abstract mathematical setting of (extensions of)
> Gold-style computational learning theory addressing a mathematically
> precise version of the following question: Are there learning tasks that
> require U-shaped behavior? All notions considered are learning in the
> limit from positive data. We present results about the necessity of
> U-shaped learning in classical models of learning as well as in models
> with bounds on the memory of the learner. The pattern emerges that, for
> parameterized, cognitively relevant learning criteria, beyond very few
> initial parameter values, U-shapes are necessary for full learning
> power! We discuss the possible relevance of the above results for the
> Cognitive Science debate about learning models as well as directions for
> future research.
>
> ========================================================================
>
>
> *Pages: 89-110 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000313754300006
> *Order Full Text [ ]
>
> Title:
> Complexity in Language Acquisition
>
> Authors:
> Clark, A; Lappin, S
>
> Source:
> *TOPICS IN COGNITIVE SCIENCE*, 5 (1):89-110; JAN 2013
>
> Abstract:
> Learning theory has frequently been applied to language acquisition, but
> discussion has largely focused on information theoretic problemsin
> particular on the absence of direct negative evidence. Such arguments
> typically neglect the probabilistic nature of cognition and learning in
> general. We argue first that these arguments, and analyses based on
> them, suffer from a major flaw: they systematically conflate the
> hypothesis class and the learnable concept class. As a result, they do
> not allow one to draw significant conclusions about the learner. Second,
> we claim that the real problem for language learning is the
> computational complexity of constructing a hypothesis from input data.
> Studying this problem allows for a more direct approach to the object of
> studythe language acquisition devicerather than the learnable class of
> languages, which is epiphenomenal and possibly hard to characterize. The
> learnability results informed by complexity studies are much more
> insightful. They strongly suggest that target grammars need to be
> objective, in the sense that the primitive elements of these grammars
> are based on objectively definable properties of the language itself.
> These considerations support the view that language acquisition proceeds
> primarily through data-driven learning of some form.
>
> ========================================================================
>
>
> *Pages: 111-131 (Review)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000313754300007
> *Order Full Text [ ]
>
> Title:
> What Complexity Differences Reveal About Domains in Language*
>
> Authors:
> Heinz, J; Idsardi, W
>
> Source:
> *TOPICS IN COGNITIVE SCIENCE*, 5 (1):111-131; JAN 2013
>
> Abstract:
> An important distinction between phonology and syntax has been
> overlooked. All phonological patterns belong to the regular region of
> the Chomsky Hierarchy, but not all syntactic patterns do. We argue that
> the hypothesis that humans employ distinct learning mechanisms for
> phonology and syntax currently offers the best explanation for this
> difference.
>
> ========================================================================
>
>
> *Pages: 132-172 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000313754300008
> *Order Full Text [ ]
>
> Title:
> Human Semi-Supervised Learning
>
> Authors:
> Gibson, BR; Rogers, TT; Zhu, XJ
>
> Source:
> *TOPICS IN COGNITIVE SCIENCE*, 5 (1):132-172; JAN 2013
>
> Abstract:
> Most empirical work in human categorization has studied learning in
> either fully supervised or fully unsupervised scenarios. Most real-world
> learning scenarios, however, are semi-supervised: Learners receive a
> great deal of unlabeled information from the world, coupled with
> occasional experiences in which items are directly labeled by a
> knowledgeable source. A large body of work in machine learning has
> investigated how learning can exploit both labeled and unlabeled data
> provided to a learner. Using equivalences between models found in human
> categorization and machine learning research, we explain how these
> semi-supervised techniques can be applied to human learning. A series of
> experiments are described which show that semi-supervised learning
> models prove useful for explaining human behavior when exposed to both
> labeled and unlabeled data. We then discuss some machine learning models
> that do not have familiar human categorization counterparts. Finally, we
> discuss some challenges yet to be addressed in the use of
> semi-supervised models for modeling human categorization.
>
> ========================================================================
>
>
> *Pages: 173-184 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000313754300009
> *Order Full Text [ ]
>
> Title:
> Knowledge and Implicature: Modeling Language Understanding as Social Cognition
>
> Authors:
> Goodman, ND; Stuhlmuller, A
>
> Source:
> *TOPICS IN COGNITIVE SCIENCE*, 5 (1):173-184; JAN 2013
>
> Abstract:
> Is language understanding a special case of social cognition? To help
> evaluate this view, we can formalize it as the rational speech-act
> theory: Listeners assume that speakers choose their utterances
> approximately optimally, and listeners interpret an utterance by using
> Bayesian inference to invert this model of the speaker. We apply this
> framework to model scalar implicature (some implies not all, and N
> implies not more than N). This model predicts an interaction between the
> speaker's knowledge state and the listener's interpretation. We test
> these predictions in two experiments and find good fit between model
> predictions and human judgments.
>
> ========================================================================
>
>
> *Pages: 185-199 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000313754300010
> *Order Full Text [ ]
>
> Title:
> Sources of Uncertainty in Intuitive Physics
>
> Authors:
> Smith, KA; Vul, E
>
> Source:
> *TOPICS IN COGNITIVE SCIENCE*, 5 (1):185-199; JAN 2013
>
> Abstract:
> Recent work suggests that people predict how objects interact in a
> manner consistent with Newtonian physics, but with additional
> uncertainty. However, the sources of uncertainty have not been examined.
> In this study, we measure perceptual noise in initial conditions and
> stochasticity in the physical model used to make predictions.
> Participants predicted the trajectory of a moving object through
> occluded motion and bounces, and we compared their behavior to an ideal
> observer model. We found that human judgments cannot be captured by
> simple heuristics and must incorporate noisy dynamics. Moreover, these
> judgments are biased consistently with a prior expectation on object
> destinations, suggesting that people use simple expectations about
> outcomes to compensate for uncertainty about their physical models.
>
> ========================================================================
>
>
> *Pages: 200-213 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000313754300011
> *Order Full Text [ ]
>
> Title:
> Actively Learning Object Names Across Ambiguous Situations
>
> Authors:
> Kachergis, G; Yu, C; Shiffrin, RM
>
> Source:
> *TOPICS IN COGNITIVE SCIENCE*, 5 (1):200-213; JAN 2013
>
> Abstract:
> Previous research shows that people can use the co-occurrence of words
> and objects in ambiguous situations (i.e., containing multiple words and
> objects) to learn word meanings during a brief passive training period
> (Yu & Smith, 2007). However, learners in the world are not completely
> passive but can affect how their environment is structured by moving
> their heads, eyes, and even objects. These actions can indicate
> attention to a language teacher, who may then be more likely to name the
> attended objects. Using a novel active learning paradigm in which
> learners choose which four objects they would like to see named on each
> successive trial, this study asks whether active learning is superior to
> passive learning in a cross-situational word learning context. Finding
> that learners perform better in active learning, we investigate the
> strategies and discover that most learners use immediate repetition to
> disambiguate pairings. Unexpectedly, we find that learners who repeat
> only one pair per trialan easy way to infer this pairperform worse than
> those who repeat multiple pairs per trial. Using a working memory
> extension to an associative model of word learning with uncertainty and
> familiarity biases, we investigate individual differences that correlate
> with these assorted strategies.
>
> ========================================================================
>
>
> *Pages: 214-221 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000313754300012
> *Order Full Text [ ]
>
> Title:
> What Should Be the Data Sharing Policy of Cognitive Science?
>
> Authors:
> Pitt, MA; Tang, Y
>
> Source:
> *TOPICS IN COGNITIVE SCIENCE*, 5 (1):214-221; JAN 2013
>
> Abstract:
> There is a growing chorus of voices in the scientific community calling
> for greater openness in the sharing of raw data that lead to a
> publication. In this commentary, we discuss the merits of sharing,
> common concerns that are raised, and practical issues that arise in
> developing a sharing policy. We suggest that the cognitive science
> community discuss the topic and establish a data-sharing policy.
>
>

Dissertation dish: WJ III cognitive performance and English language proficiency

Another new WJ III/CHC-related doctoral dissertation has found it's way to IQ's Corner radar screen.

Cognitive performance and the development of English language proficiency by Sotelo-Dynega, Marlene, Psy.D., St. John's University (New York), 2007, 79 pages; AAT 3282715

Abstract (Summary)

• The present investigator set out to dispel the myth that performance on cognitive assessments and tests of academic achievement are two separate entities, by evaluating the performances of students who are learning English as their second language. A review of the literature indicates that individuals that are culturally and linguistically different from the mainstream, monolingual English population are at risk for receiving a discriminatory assessment of their cognitive abilities, which in turn will lead to an erroneous classification as a student with a disability, as per criteria set forth by the Individual with Disabilities Education Improvement Act (IDEA, 2004). Sixty-one students in a suburban public school district that were designated as Limited English Proficient (LEP) were given the Woodcock-Johnson-Third Edition-Tests of Cognitive Abilities (WJ-III) during the spring term of the 2005-2006 academic year to coincide with the annual administration of the New York State English As a Second Language Achievement Test (NYSESLAT). The sample included students from the four NYSESLAT proficiency groups: 4 Beginner (7%), 14 Intermediate (23%), 29 Advanced (47%), and 14 Proficient (23%). The results support the investigator's hypotheses and confirm the existence of a linear relationship of moderate strength between the WJ-III and the NYSESLAT. In addition, analyses of the data collected demonstrated the impact of acculturation and English language proficiency on the overall General Intellectual Ability (GIA) scores, obtained from the WJ-IIII and on the performance of those specific subtests that have been deemed linguistically demanding and culturally loaded. Generally, performance on tests of cognitive abilities approached the average range as English language proficiency increased. By studying the impact of second language acquisition and acculturation on measures of cognitive abilities, school psychologists will be better able to differentiate between developmental issues related to second language acquisition and disabilities that affect learning. This information will in turn prevent the number of LEP students that are currently referred to and over-represented in special education programs.

Technorati Tags: psychology, educational psychology, school psychology, neuropsychology, ESL, ELP, language proficiency, WJ III, intelligence, IQ, IQ test, IQ scores, language

Powered by ScribeFire.

Research bytes 7-14-10: Early detection and prediction of academic problems-special issue of JLD

Thomson, J. M., & Hogan, T. P. (2010). Introduction: Advances in Early Detection of Reading Risk. Journal of Learning Disabilities, 43(4), 291-293.

Adlof, S. M., Catts, H. W., & Lee, J. (2010). Kindergarten Predictors of Second Versus Eighth Grade Reading Comprehension Impairments. Journal of Learning Disabilities, 43(4), 332-345.

Multiple studies have shown that kindergarten measures of phonological awareness and alphabet knowledge are good predictors of reading achievement in the primary grades. However, less attention has been given to the early predictors of later reading achievement. This study used a modified best-subsets variable-selection technique to examine kindergarten predictors of early versus later reading comprehension impairments. Participants included 433 children involved in a longitudinal study of language and reading development. The kindergarten test battery assessed various language skills in addition to phonological awareness, alphabet knowledge, naming speed, and nonverbal cognitive ability. Reading comprehension was assessed in second and eighth grades. Results indicated that different combinations of variables were required to optimally predict second versus eighth grade reading impairments. Although some variables effectively predicted reading impairments in both grades, their relative contributions shifted over time. These results are discussed in light of the changing nature of reading comprehension over time. Further research will help to improve the early identification of later reading disabilities.

Corriveau, K. H., Goswami, U., & Thomson, J. M. (2010). Auditory Processing and Early Literacy Skills in a Preschool and Kindergarten Population. Journal of Learning Disabilities, 43(4), 369-382.

Although the relationship between auditory processing and reading-related skills has been investigated in school-age populations and in prospective studies of infants, understanding of the relationship between these variables in the period immediately preceding formal reading instruction is sparse. In this cross-sectional study, auditory processing, phonological awareness, early literacy skills, and general ability were assessed in a mixed sample of 88 three- to six-year-old children both cross-sectionally and longitudinally. Results from both cross-sectional and longitudinal analyses suggest the importance of early auditory rise time sensitivity in developing phonological awareness skills, especially in the development of rhyme awareness.

Hogan, T. P. (2010).  A short report:  Word-level phonological and lexical characteristics interact to influence phoneme awareness

In this study, we examined the influence of word-level phonological and lexical characteristics on early phoneme awareness. Typically developing children, ages 61 to 78 months, completed a phoneme-based, odd-one-out task that included consonant—vowel—consonant word sets (e.g., “chair—chain—ship”) that varied orthogonally by a phonological characteristic, sound contrast similarity (similar vs. dissimilar), and a lexical characteristic, neighborhood density (dense vs. sparse). In a subsample of the participants—those with the highest vocabularies—results were in line with a predicted interactive effect of phonological and lexical characteristics on phoneme awareness performance: word sets contrasting similar sounds were less likely to yield correct responses in words from sparse neighborhoods than words from dense neighborhoods. Word sets contrasting dissimilar sounds were most likely to yield correct responses regardless of the words’ neighborhood density. Based on these findings, theories of early phoneme awareness should consider both word-level and child-level influences on performance. Attention to these influences is predicted to result in more sensitive and specific measures of reading risk.

Liu, P. D., McBrideChang, C., Wong, A. M. Y., Tardif, T., Stokes, S. F., Fletcher, P., & Shu, H. (2010). Early Oral Language Markers of Poor Reading Performance in Hong Kong Chinese Children. Journal of Learning
Disabilities, 43(4), 322-331.

This study investigated the extent to which language skills at ages 2 to 4 years could discriminate Hong Kong Chinese poor from adequate readers at age 7. Selected were 41 poor readers (age M = 87.6 months) and 41 adequate readers (age M = 88.3 months). The two groups were matched on age, parents’ education levels, and nonverbal intelligence. The following language tasks were tested at different ages: vocabulary checklist and Cantonese articulation test at age 2; nonword repetition, Cantonese articulation, and receptive grammar at age 3; and nonword repetition, receptive grammar, sentence imitation, and story comprehension at age 4. Significant differences between the poor and adequate readers were found in the age 2 vocabulary knowledge, age 3 Cantonese articulation, and age 4 receptive grammar skill, sentence imitation, and story comprehension. Among these measures, sentence imitation showed the greatest power in discriminating poor and adequate readers.

Smith, S. L., Roberts, J. A., Locke, J. L., & Tozer, R. (2010). An Exploratory Study of the Development of Early Syllable Structure in Reading-Impaired Children. Journal of Learning Disabilities, 43(4), 294-307.

Babbling between the ages of 8 and 19 months was examined in 19 children, 13 of whom were at high risk for reading disorder (RD) and 6 normally reading children at low familial risk for RD. Development of syllable complexity was examined at five periods across this 11-month window. Results indicated that children who later evidenced RD produced a lower proportion of canonical utterances and less complex syllable structures than children without RD. As syllable complexity is an early indicator of phonological sophistication, differences at this level may offer a window into how the phonological system of children with RD is structured. Future directions for this line of research are discussed

Torppa, M., Lyytinen, P., Erskine, J., Eklund, K., & Lyytinen, H. (2010). Language Development, Literacy Skills,
and Predictive Connections to Reading in Finnish Children With and Without Familial Risk for Dyslexia.
Journal of Learning Disabilities, 43(4), 308-321.

Discriminative language markers and predictive links between early language and literacy skills were investigated retrospectively in the Jyväskylä Longitudinal Study of Dyslexia in which children at familial risk for dyslexia have been followed from birth. Three groups were formed on the basis of 198 children’s reading and spelling status. One group of children with reading disability (RD; n = 46) and two groups of typical readers from nondyslexic control (TRC; n = 84) and dyslexic families (TRD; n = 68) were examined from age 1.5 years to school age. The RD group was outperformed by typical readers on numerous language and literacy measures (expressive and receptive language, morphology, phonological sensitivity, RAN, and letter knowledge) from 2 years of age onward. The strongest predictive links emerged from receptive and expressive language to reading via measures of letter naming, rapid naming, morphology, and phonological awareness.

vanderLely, H. K. J., & Marshall, C. R. (2010). Assessing Component Language Deficits in the Early Detection of Reading Difficulty Risk. Journal of Learning Disabilities, 43(4), 357-368.

This article focuses on some of the linguistic components that underlie letter-sound decoding skills and reading comprehension: specifically phonology, morphology, and syntax. Many children who have reading difficulties had language deficits that were detectable before they began reading. Early identification of language difficulties will therefore help identify children at risk of reading failure. Using a developmental psycholinguistic framework, the authors provide a model of how syntax, morphology, and phonology break down in children with language impairments. The article reports on a screening test of these language abilities for preschool or young school-aged children that identifies those at risk for literacy problems and in need of further assessment.

Hogan, T. P., & Thomson, J. M. (2010). Epilogue to Journal of Learning Disabilities Special Edition ''Advances in the Early Detection of Reading Risk'': Future Advances in the Early Detection of Reading Risk: Subgroups,
Dynamic Relations, and Advanced Methods. Journal of Learning Disabilities, 43(4), 383-386.

Six studies and one synthesis focused on early identification of reading impairment in this special edition. A familiar theme emerged: reading involves multiple subsystems that dynamically interact across development, making early identification a “moving target” (cf. Speece, 2005). Based on the cumulative findings presented in this edition, we pose five key considerations for future advances in the early detection of reading risk: (a) attention to the definition of reading and the heterogeneity of poor readers; (b) longitudinal dynamic relations; (c) application of advanced, theory-driven methods and statistical models; (d) early identification that leads to prescriptive early intervention; and (e) early identification in a multilingual, multicultural population.

Technorati Tags: Psychology, school psychology, developmental psychology, educational psychology, forensic psychology, neuropsychology, special education, intelligence, cognitive abilities, cognition, intelligence theories, CHC theory, Cattell-Horn-Carroll, factor analysis, IQs Corner, IQ, IQ tests, IQ scores, school achievement, early screening, at risk learners, prediction of achievement, early detection of learning problems

#AI research alert: The Influence of #AI on #CriticalThinking and #Creativity in #L2 Learning Contexts: A Social Cognitive Perspective

Quick FYI email blog post.  Aside from the studies main findings, I found the use an AI self-efficacy scale intriguing…a form of self-efficacy that likely will be included in more and more studies…and should be monitored in the increasing volume of AI intervention studies.  My interest comes from the inclusion of self-efficacy under self-beliefs, along with motivational achievement orientations and self-regulated learning strategies, in my recent article describing the cognitive-affective-motivation model of learning (CAMML: McGrew, 2022; click here to view/download).

 

Good news…and open access article available at link below.👍 

 

The Influence of AI on Critical Thinking and Creativity in L2 Learning Contexts: A Social Cognitive Perspective 
https://www.mdpi.com/2079-3200/14/5/78

Click on image to enlarge for easy viewing

    Abstract

The expanding role of artificial intelligence (AI) in education raises important questions about how AI-supported learning may foster higher-order thinking and creative talent development. Guided by social cognitive theory, the current research examined how AI self-efficacy predicts creativity among second language (L2) learners through the mediating roles of AI literacy and critical thinking disposition. Two substudies were conducted. Study 1 (N = 72) tested a simple mediation model and demonstrated that AI self-efficacy positively predicted creativity both directly and indirectly through AI literacy. Study 2 (N = 135) extended these findings by incorporating critical thinking disposition and by using another measure of creativity. Results showed that AI self-efficacy positively predicted creativity, and this relationship was mediated independently by AI literacy and critical thinking disposition, as well as sequentially through both factors. The current study provides empirical evidence for pathways linking AI self-efficacy, AI literacy, critical thinking disposition, and creativity in AI-supported L2 learning. It highlights the importance of reflective and critical use of AI tools in language education.

 

Keywords: AI self-efficacy;  AI literacy;  critical thinking;  creativity;  second language learning

 

 

Journal of Educational Psychology - Volume 101, Issue 2

A new issue is available for the following APA journal:

Journal of Educational Psychology

Volume 101, Issue 2

Inaugural editorial for Journal of Educational Psychology.

Pages 259-261

Graesser, Arthur C.

Instructional approaches that significantly increase reading comprehension.

Pages 262-281

Block, Cathy Collins; Parris, Sheri R.; Reed, Kelly L.; Whiteley, Cinnamon S.; Cleveland, Maggie D.

Coherence formation when learning from text and pictures: What kind of support for whom?

Pages 282-293

Bartholomé, Tobias; Bromme, Rainer

Shared book reading: When and how questions affect young children's word learning.

Pages 294-304

Blewitt, Pamela; Rump, Keiran M.; Shealy, Stephanie E.; Cook, Samantha A.

The effects of multimedia-enhanced instruction on the vocabulary of English-language learners and non-English-language learners in pre-kindergarten through second grade.

Pages 305-314

Silverman, Rebecca; Hines, Sara

Modeling oral reading fluency development in Latino students: A longitudinal study across second and third grade.

Pages 315-329

Al Otaiba, Stephanie; Petscher, Yaacov; Pappamihiel, N. Eleni; Williams, Rihana S.; Dyrlund, Allison K.; Connor, Carol

Are first- and second-language factors related in predicting second-language reading comprehension? A study of Spanish-speaking children acquiring English as a second language from first to second grade.

Pages 330-344

Gottardo, Alexandra; Mueller, Julie

The nature of preschool phonological processing abilities and their relations to vocabulary, general cognitive abilities, and print knowledge.

Pages 345-358

Lonigan, Christopher J.; Anthony, Jason L.; Phillips, Beth M.; Purpura, David J.; Wilson, Shauna B.; McQueen, Jessica D.

Mental number line, number line estimation, and mathematical achievement: Their interrelations in grades 5 and 6.

Pages 359-372

Schneider, Michael; Grabner, Roland H.; Paetsch, Jennifer

The contributions of working memory and executive functioning to problem representation and solution generation in algebraic word problems.

Pages 373-387

Lee, Kerry; Ng, Ee Lynn; Ng, Swee Fong

The ABCs of math: A genetic analysis of mathematics and its links with reading ability and general cognitive ability.

Pages 388-402

Hart, Sara A.; Petrill, Stephen A.; Thompson, Lee A.; Plomin, Robert

"The relationship between the discourse knowledge and the writing performance of elementary-grade students": Correction to Olinghouse and Graham (2009).

Page 402

Olinghouse, Natalie G.; Graham, Steve

Earning its place as a pan-human theory: Universality of the big-fish-little-pond effect across 41 culturally and economically diverse countries.

Pages 403-419

Seaton, Marjorie; Marsh, Herbert W.; Craven, Rhonda G.

"Signaling in expository hypertexts compensates for deficits in reading skill": Correction to Naumann et al. (2007).

Page 419

Naumann, Johannes; Richter, Tobias; Jurgen, Flender; Christmann, Ursula; Groeben, Norbert

Promoting academic achievement: The role of racial identity in buffering perceptions of teacher discrimination on academic achievement among African American and Caribbean Black adolescents.

Pages 420-431

Thomas, Oseela N.; Caldwell, Cleopatra Howard; Faison, Nkesha; Jackson, James S.

The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes.

Pages 432-447

Murayama, Kou; Elliot, Andrew J.

Effectiveness of comprehensive professional development for teachers of at-risk preschoolers.

Pages 448-465

Landry, Susan H.; Anthony, Jason L.; Swank, Paul R.; Monseque-Bailey, Pauline

Observed reductions in school bullying, nonbullying aggression, and destructive bystander behavior: A longitudinal evaluation.

Pages 466-481

Frey, Karin S.; Hirschstein, Miriam K.; Edstrom, Leihua V.; Snell, Jennie L.

Identified versus introjected approach and introjected avoidance motivations in school and in sports: The limited benefits of self-worth strivings.

Pages 482-497

Assor, Avi; Vansteenkiste, Maarten; Kaplan, Avi

The differential impact of early father and mother involvement on later student achievement.

Pages 498-508

McBride, Brent A.; Dyer, W. Justin; Liu, Ying; Brown, Geoffrey L.; Hong, Sungjin

The development and correlates of academic interests from childhood through adolescence.

Pages 509-519

Dotterer, Aryn M.; McHale, Susan M.; Crouter, Ann C.

How pervasive are relative age effects in secondary school education?

Pages 520-528

Cobley, Stephen; McKenna, Jim; Baker, Joeseph; Wattie, Nick

---

To edit your profile or discontinue receiving table of contents alerts, visit http://psycalert.apa.org or your MyPsycNET page on APA PsycNET.

Journal Alert - DEVELOPMENTAL SCIENCE

Title:
The development of creative cognition across adolescence: distinct trajectories for insight and divergent thinking

Authors:
Kleibeuker, SW; De Dreu, CKW; Crone, EA

Source:
*DEVELOPMENTAL SCIENCE*, 16 (1):2-12; JAN 2013

Abstract:
We examined developmental trajectories of creative cognition across
adolescence. Participants (N = 98), divided into four age groups (12/13
yrs, 15/16 yrs, 18/19 yrs, and 25-30 yrs), were subjected to a battery
of tasks gauging creative insight (visual; verbal) and divergent
thinking (verbal; visuo-spatial). The two older age groups outperformed
the two younger age groups on insight tasks. The 25-30-year-olds
outperformed the two youngest age groups on the originality measure of
verbal divergent thinking. No age-group differences were observed for
verbal divergent thinking fluency and flexibility. On divergent thinking
in the visuo-spatial domain, however, only 15/16-year-olds outperformed
12/13-year-olds; a model with peak performance for 15/16-years-old
showed the best fit. The results for the different creativity processes
are discussed in relation to cognitive and related neurobiological
models. We conclude that mid-adolescence is a period of not only
immaturities but also of creative potentials in the visuo-spatial
domain, possibly related to developing control functions and explorative
behavior.

========================================================================


*Pages: 13-23 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000315383300002
*Order Full Text [ ]

Title:
The COMT Val/Met polymorphism is associated with reading-related skills and consistent patterns of functional neural activation

Authors:
Landi, N; Frost, SJ; Mencl, WE; Preston, JL; Jacobsen, LK; Lee, M;
Yrigollen, C; Pugh, KR; Grigorenko, EL

Source:
*DEVELOPMENTAL SCIENCE*, 16 (1):13-23; JAN 2013

Abstract:
In both children and adults there is large variability in reading skill,
with approximately 5-10% of individuals characterized as having reading
disability; these individuals struggle to learn to read despite adequate
intelligence and opportunity. Although it is well established that a
substantial portion of this variability is attributed to the genetic
differences between individuals, specifics of the connections between
reading and the genome are not understood. This article presents data
that suggest that variation in the COMT gene, which has previously been
associated with variation in higher-order cognition, is associated with
reading and reading-related skills, at the level of both brain and
behavior. In particular, we found that the COMT Val/Met polymorphism at
rs4680, which results in the substitution of the ancestral Valine (Val)
by Methionine (Met), was associated with better performance on a number
of critical reading measures and with patterns of functional neural
activation that have been linked to better readers. We argue that this
polymorphism, known for its broad effects on cognition, may modulate
(likely through frontal lobe function) reading skill.

========================================================================


*Pages: 24-34 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000315383300003
*Order Full Text [ ]

Title:
(Non)words, (non)words, (non)words: evidence for a protolexicon during the first year of life

Authors:
Ngon, C; Martin, A; Dupoux, E; Cabrol, D; Dutat, M; Peperkamp, S

Source:
*DEVELOPMENTAL SCIENCE*, 16 (1):24-34; JAN 2013

Abstract:
Previous research with artificial language learning paradigms has shown
that infants are sensitive to statistical cues to word boundaries
(Saffran, Aslin & Newport, 1996) and that they can use these cues to
extract word-like units (Saffran, 2001). However, it is unknown whether
infants use statistical information to construct a receptive lexicon
when acquiring their native language. In order to investigate this
issue, we rely on the fact that besides real words a statistical
algorithm extracts sound sequences that are highly frequent in
infant-directed speech but constitute nonwords. In three experiments, we
use a preferential listening paradigm to test French-learning
11-month-old infants' recognition of highly frequent disyllabic
sequences from their native language. In Experiments 1 and 2, we use
nonword stimuli and find that infants listen longer to high-frequency
than to low-frequency sequences. In Experiment 3, we compare
high-frequency nonwords to real words in the same frequency range, and
find that infants show no preference. Thus, at 11 months,
French-learning infants recognize highly frequent sound sequences from
their native language and fail to differentiate between words and
nonwords among these sequences. These results are evidence that they
have used statistical information to extract word candidates from their
input and stored them in a 'protolexicon', containing both words and
nonwords.

========================================================================


*Pages: 35-46 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000315383300004
*Order Full Text [ ]

Title:
Do subitizing deficits in developmental dyscalculia involve pattern recognition weakness?

Authors:
Ashkenazi, S; Mark-Zigdon, N; Henik, A

Source:
*DEVELOPMENTAL SCIENCE*, 16 (1):35-46; JAN 2013

Abstract:
The abilities of children diagnosed with developmental dyscalculia (DD)
were examined in two types of object enumeration: subitizing, and small
estimation (5-9 dots). Subitizing is usually defined as a fast and
accurate assessment of a number of small dots (range 1 to 4 dots), and
estimation is an imprecise process to assess a large number of items
(range 5 dots or more). Based on reaction time (RT) and accuracy
analysis, our results indicated a deficit in the subitizing and small
estimation range among DD participants in relation to controls. There
are indications that subitizing is based on pattern recognition, thus
presenting dots in a canonical shape in the estimation range should
result in a subitizing-like pattern. In line with this theory, our
control group presented a subitizing-like pattern in the small
estimation range for canonically arranged dots, whereas the DD
participants presented a deficit in the estimation of canonically
arranged dots. The present finding indicates that pattern recognition
difficulties may play a significant role in both subitizing and
subitizing deficits among those with DD.

========================================================================


*Pages: 47-55 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000315383300005
*Order Full Text [ ]

Title:
Minimal-group membership influences children's responses to novel experience with group members

Authors:
Schug, MG; Shusterman, A; Barth, H; Patalano, AL

Source:
*DEVELOPMENTAL SCIENCE*, 16 (1):47-55; JAN 2013

Abstract:
Children, like adults, tend to prefer ingroup over outgroup individuals,
but how this group bias affects children's processing of information
about social groups is not well understood. In this study, 5- and
6-year-old children were assigned to artificial groups. They observed
instances of ingroup and outgroup members behaving in either a positive
(egalitarian) or a negative (stingy) manner. Observations of positive
ingroup and negative outgroup behaviors reliably reduced children's
liking of novel outgroup members, while observations of negative ingroup
and positive outgroup behaviors had little effect on liking ratings. In
addition, children successfully identified the more generous group only
when the ingroup was egalitarian and the outgroup stingy. These data
provide compelling evidence that children treat knowledge of and
experiences with ingroups and outgroups differently, and thereby
differently interpret identical observations of ingroup versus outgroup
members.

========================================================================


*Pages: 56-66 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000315383300006
*Order Full Text [ ]

Title:
Deficits in volitional oculomotor control align with language status in autism spectrum disorders

Authors:
Kelly, DJ; Walker, R; Norbury, CF

Source:
*DEVELOPMENTAL SCIENCE*, 16 (1):56-66; JAN 2013

Abstract:
Eye-tracking paradigms are increasingly used to investigate higher-level
social and cognitive processing in autism spectrum disorder (ASD).
However, the integrity of the oculomotor system within ASD is unclear,
with contradictory reports of aberrant eye-movements on basic oculomotor
tasks. The purpose of the current study was to determine whether
reducing population heterogeneity and distinguishing neurocognitive
phenotypes can clarify discrepancies in oculomotor behaviour evident in
previous reports. Reflexive and volitional eye-movement control was
assessed in 73 children aged 8-14 years from four distinct groups:
Autism Language Normal (ALN), Autism Language Impaired (ALI),
non-autistic Language Impaired (LI) and Typically Developing (TD).
Eye-movement control was measured using pro-and antisaccade tasks and a
novel 'search distracter' task to measure distractibility. Reflexive
eye-movements were equivalent across groups, but deficits in volitional
eye-movement control were found that aligned with language status, and
were not specific to ASD. More than 80% of ALI and LI children presented
error rates at least 1.5 SDs below the TD mean in an antisaccade task.
In the search distracter task, 35.29% of ALI children and 43.75% of LI
children had error rates greater than 1.5 SDs compared with 17.64% of
ALN children. A significant proportion of children with
neurodevelopmental disorders involving language function have pronounced
difficulties suppressing reflexive saccades and maintaining fixations in
the presence of competing stimuli. We extend the putative link between
ALI and LI populations to non-language tasks, and highlight the need to
account for co-morbidity in understanding the ontogenesis of ASD.

========================================================================


*Pages: 67-83 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000315383300007
*Order Full Text [ ]

Title:
Later language development in narratives in children with perinatal stroke

Authors:
Reilly, JS; Wasserman, S; Appelbaum, M

Source:
*DEVELOPMENTAL SCIENCE*, 16 (1):67-83; JAN 2013

Abstract:
Studies of young children with unilateral perinatal stroke (PS) have
confirmed the plasticity of the developing brain for acquiring language.
While recent studies of typically developing children have demonstrated
the significant development of language well into adolescence, we know
little regarding the course of language development in the PS group as
they mature. Will children with PS continue to show the same remarkable
plasticity that they exhibited at younger ages? In the present paper we
investigate later language and discourse in children with perinatal
stroke (ages 7-16) using spoken personal narrative as the discourse
context. In contrast to the findings of the discourse studies of younger
children with PS, children with left hemisphere lesions made more
morphological errors, used less complex syntax and fewer syntactic types
than controls; they also produced more impoverished story settings. In
contrast, those with right hemisphere lesions performed comparably to
controls, except in their impoverished use of complex syntax. The
findings provide insight into the nature of later spoken language
development in these children, revealing both the nature and extent of
neuroplasticity for language as well as potential regional biases.

========================================================================


*Pages: 84-90 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000315383300008
*Order Full Text [ ]

Title:
Fearlessness in juvenile offenders is associated with offending rate

Authors:
Syngelaki, EM; Fairchild, G; Moore, SC; Savage, JC; van Goozen, SHM

Source:
*DEVELOPMENTAL SCIENCE*, 16 (1):84-90; JAN 2013

Abstract:
Poor fear conditioning is a correlate of violent offending in adults,
but there is no evidence concerning juvenile offenders. Our aim was to
compare emotional learning in juvenile offenders and controls and
establish whether crime rate is related to seriousness of emotional
learning problems. To this end, emotional learning was assessed in 42
juvenile offenders by measuring skin conductance responding (SCR) during
fear conditioning. Compared to controls, juvenile offenders showed lower
conditioned SCRs to visual stimuli associated with a subsequent aversive
stimulus and the magnitude of the SCR during fear acquisition was
inversely associated with the number of their recorded offences. These
findings suggest that juvenile offenders have impairments in the neural
systems that subserve emotional learning. The implication is that using
punitive measures to control persistent offenders is unlikely to be
effective in an identifiable group of juvenile offenders.

========================================================================


*Pages: 91-100 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000315383300009
*Order Full Text [ ]

Title:
Getting the closer object? An information-based dissociation between vision for perception and vision for movement in early infancy

Authors:
van Wermeskerken, M; van der Kamp, J; Savelsbergh, GJP; von Hofsten, C

Source:
*DEVELOPMENTAL SCIENCE*, 16 (1):91-100; JAN 2013

Abstract:
In human adults two functionally and neuro-anatomically separate systems
exist for the use of visual information in perception and the use of
visual information to control movements (Milner & Goodale, 1995, 2008).
We investigated whether this separation is already functioning in the
early stages of the development of reaching. To this end, 6- and
7-month-old infants were presented with two identical objects at
identical distances in front of an illusory Ponzo-like background that
made them appear to be located at different distances. In two further
conditions without the illusory background, the two objects were
presented at physically different distances. Preferential reaching
outcomes indicated that the allocentric distance information contained
in the illusory background affected the perception of object distance.
Yet, infants' reaching kinematics were only affected by the objects'
physical distance and not by the perceptual distance manipulation. These
findings were taken as evidence for the two-visual systems, as proposed
by Milner and Goodale (2008), being functional in early infancy. We
discuss the wider implications of this early dissociation.

========================================================================


*Pages: 101-110 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000315383300010
*Order Full Text [ ]

Title:
Speech-evoked auditory brainstem responses reflect familial and cognitive influences

Authors:
Hornickel, J; Lin, D; Kraus, N

Source:
*DEVELOPMENTAL SCIENCE*, 16 (1):101-110; JAN 2013

Abstract:
Cortical function and related cognitive, language, and communication
skills are genetically influenced. The auditory brainstem response to
speech is linked to language skill, reading ability, cognitive skills,
and speech-in-noise perception; however, the impact of shared genetic
and environmental factors on the response has not been investigated. We
assessed auditory brainstem responses to speech presented in quiet and
background noise from (1) 23 pairs of same sex, same learning diagnosis
siblings (Siblings), (2) 23 unrelated children matched on age, sex, IQ,
and reading ability to one of the siblings (Reading-Matched), and (3) 22
pairs of unrelated children matched on age and sex but not on reading
ability to the same sibling (Age/Sex-Matched). By quantifying response
similarity as the intersubject response-to-response correlation for
sibling pairs, reading-matched pairs, and age-and sex-matched pairs, we
found that siblings had more similar responses than age-and sex-matched
pairs and reading-matched pairs. Similarity of responses between
siblings was as high as the similarity of responses collected from an
individual over the course of the recording session. Responses from
unrelated children matched on reading were more similar than responses
from unrelated children matched only on age and sex, supporting previous
data linking variations in auditory brainstem activity with variations
in reading ability. These results suggest that auditory brainstem
function can be influenced by siblingship and auditory-based
communication skills such as reading, motivating the use of
speech-evoked auditory brainstem responses for assessing risk of reading
and communication impairments in family members.

========================================================================


*Pages: 111-115 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000315383300011
*Order Full Text [ ]

Title:
Language is not necessary for color categories

Authors:
Ozturk, O; Shayan, S; Liszkowski, U; Majid, A

Source:
*DEVELOPMENTAL SCIENCE*, 16 (1):111-115; JAN 2013

Abstract:
The origin of color categories is under debate. Some researchers argue
that color categories are linguistically constructed, while others claim
they have a pre-linguistic, and possibly even innate, basis. Although
there is some evidence that 4-6-month-old infants respond categorically
to color, these empirical results have been challenged in recent years.
First, it has been claimed that previous demonstrations of color
categories in infants may reflect color preferences instead. Second, and
more seriously, other labs have reported failing to replicate the basic
findings at all. In the current study we used eye-tracking to test
8-month-old infants' categorical perception of a previously attested
color boundary (green-blue) and an additional color boundary
(blue-purple). Our results show that infants are faster and more
accurate at fixating targets when they come from a different color
category than when from the same category (even though the chromatic
separation sizes were equated). This is the case for both blue-green and
blue-purple. Our findings provide independent evidence for the existence
of color categories in pre-linguistic infants, and suggest that
categorical perception of color can occur without color language.

========================================================================


*Pages: 116-123 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000315383300012
*Order Full Text [ ]

Title:
Atypical updating of face representations with experience in children with autism

Authors:
Ewing, L; Pellicano, E; Rhodes, G

Source:
*DEVELOPMENTAL SCIENCE*, 16 (1):116-123; JAN 2013

Abstract:
Face identity aftereffects are significantly diminished in children with
autism relative to typical children, which may reflect reduced
perceptual updating with experience. Here, we investigated whether this
atypicality also extends to non-face stimulus categories, which might
signal a pervasive visual processing difference in individuals with
autism. We used a figural aftereffect task to measure directly
perceptual updating following exposure to distorted upright faces,
inverted faces and cars, in typical children and children with autism. A
size-change between study and test stimuli limited the likelihood that
any processing atypicalities reflected group differences in adaptation
to low-level features of the stimuli. Results indicated that, relative
to typical children, figural aftereffects for upright faces, but not
inverted faces or cars, were significantly attenuated in children with
autism. Moreover, the group difference was amplified when we isolated
the 'face-selective' component of the aftereffect, by partialling out
the mid-level shape adaptation common to upright and inverted face
stimuli. Notably, the aftereffects of typical children were
disproportionately larger for upright faces than for inverted faces and
cars, but the magnitude of aftereffects of autistic children was not
similarly modulated according to stimulus category. These findings are
inconsistent with a pervasive adaptive coding atypicality relative to
typical children, and suggest that reduced perceptual updating may
constitute a high-level, and possibly face-selective, visual processing
difference in children with autism.

========================================================================


*Pages: 124-135 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000315383300013
*Order Full Text [ ]

Title:
Environmental contributions to preschoolers' semantic fluency

Authors:
Kave, G; Shalmon, M; Knafo, A

Source:
*DEVELOPMENTAL SCIENCE*, 16 (1):124-135; JAN 2013

Abstract:
Semantic fluency was examined in Hebrew-speaking 5-year-old monozygotic
and dizygotic twins (N = 396, 198 pairs), 22% of them with
mother-reported speech-related problems. There were positive
correlations of similar magnitudes among monozygotic, same-sex
dizygotic, and opposite-sex dizygotic twins. Analyses showed no genetic
effects, alongside significant shared (39%) and non-shared environmental
(61%) effects on fluency scores. The presence of speech-related problems
in one twin affected the fluency score of the co-twin. A multivariate
regression analysis revealed that parental education and length of stay
at daycare significantly predicted fluency scores. We suggest that
semantic fluency performance is highly affected by environmental factors
at age 5 although genetic effects might emerge later on.

========================================================================


*Pages: 136-148 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000315383300014
*Order Full Text [ ]

Title:
ANS acuity and mathematics ability in preschoolers from low-income homes: contributions of inhibitory control

Authors:
Fuhs, MW; McNeil, NM

Source:
*DEVELOPMENTAL SCIENCE*, 16 (1):136-148; JAN 2013

Abstract:
Recent findings by Libertus, Feigenson, and Halberda (2011) suggest that
there is an association between the acuity of young children's
approximate number system (ANS) and their mathematics ability before
exposure to instruction in formal schooling. The present study examined
the generalizability and validity of these findings in a sample of
preschoolers from low-income homes. Children attending Head Start (N =
103) completed measures to assess ANS acuity, mathematics ability,
receptive vocabulary, and inhibitory control. Results showed only a weak
association between ANS acuity and mathematics ability that was reduced
to non-significance when controlling for a direct measure of receptive
vocabulary. Results also revealed that inhibitory control plays an
important role in the relation between ANS acuity and mathematics
ability. Specifically, ANS acuity accounted for significant variance in
mathematics ability over and above receptive vocabulary, but only for
ANS acuity trials in which surface area conflicted with numerosity.
Moreover, this association became non-significant when controlling for
inhibitory control. These results suggest that early mathematical
experiences prior to formal schooling may influence the strength of the
association between ANS acuity and mathematics ability and that
inhibitory control may drive that association in young children.

========================================================================


*Pages: 149-158 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000315384700001
*Order Full Text [ ]

Title:
Probabilistic cue combination: less is more

Authors:
Yurovsky, D; Boyer, TW; Smith, LB; Yu, C

Source:
*DEVELOPMENTAL SCIENCE*, 16 (2):149-158; MAR 2013

Abstract:
Learning about the structure of the world requires learning
probabilistic relationships: rules in which cues do not predict outcomes
with certainty. However, in some cases, the ability to track
probabilistic relationships is a handicap, leading adults to perform
non-normatively in prediction tasks. For example, in the dilution
effect, predictions made from the combination of two cues of different
strengths are less accurate than those made from the stronger cue alone.
Here we show that dilution is an adult problem; 11-month-old infants
combine strong and weak predictors normatively. These results extend and
add support for the less is more hypothesis: limited cognitive resources
can lead children to represent probabilistic information differently
from adults, and this difference in representation can have important
downstream consequences for prediction.

========================================================================


*Pages: 159-172 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000315384700002
*Order Full Text [ ]

Title:
Developmental trends in auditory processing can provide early predictions of language acquisition in young infants

Authors:
Chonchaiya, W; Tardif, T; Mai, XQ; Xu, L; Li, MY; Kaciroti, N; Kileny,
PR; Shao, J; Lozoff, B

Source:
*DEVELOPMENTAL SCIENCE*, 16 (2):159-172; MAR 2013

Abstract:
Auditory processing capabilities at the subcortical level have been
hypothesized to impact an individual's development of both language and
reading abilities. The present study examined whether auditory
processing capabilities relate to language development in healthy
9-month-old infants. Participants were 71 infants (31 boys and 40 girls)
with both Auditory Brainstem Response (ABR) and language assessments. At
6weeks and/or 9months of age, the infants underwent ABR testing using
both a standard hearing screening protocol with 30 dB clicks and a
second protocol using click pairs separated by 8, 16, and 64-ms
intervals presented at 80 dB. We evaluated the effects of interval
duration on ABR latency and amplitude elicited by the second click. At
9months, language development was assessed via parent report on the
Chinese Communicative Development Inventory - Putonghua version
(CCDI-P). Wave V latency z-scores of the 64-ms condition at 6weeks
showed strong direct relationships with Wave V latency in the same
condition at 9months. More importantly, shorter Wave V latencies at
9months showed strong relationships with the CCDI-P composite consisting
of phrases understood, gestures, and words produced. Likewise, infants
who had greater decreases in Wave V latencies from 6weeks to 9months had
higher CCDI-P composite scores. Females had higher language development
scores and shorter Wave V latencies at both ages than males.
Interestingly, when the ABR Wave V latencies at both ages were taken
into account, the direct effects of gender on language disappeared. In
conclusion, these results support the importance of low-level auditory
processing capabilities for early language acquisition in a population
of typically developing young infants. Moreover, the auditory brainstem
response in this paradigm shows promise as an electrophysiological
marker to predict individual differences in language development in
young children.

========================================================================


*Pages: 173-185 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000315384700003
*Order Full Text [ ]

Title:
Infants' mu suppression during the observation of real and mimicked goal-directed actions

Authors:
Warreyn, P; Ruysschaert, L; Wiersema, JR; Handl, A; Pattyn, G; Roeyers,
H

Source:
*DEVELOPMENTAL SCIENCE*, 16 (2):173-185; MAR 2013

Abstract:
Since their discovery in the early 1990s, mirror neurons have been
proposed to be related to many social-communicative abilities, such as
imitation. However, research into the early manifestations of the
putative neural mirroring system and its role in early social
development is still inconclusive. In the current EEG study, mu
suppression, generally thought to reflect activity in neural mirroring
systems was investigated in 18- to 30-month-olds during the observation
of object manipulations as well as mimicked actions. EEG power data
recorded from frontal, central, and parietal electrodes were analysed.
As predicted, based on previous research, mu wave suppression was found
over central electrodes during action observation and execution. In
addition, a similar suppression was found during the observation of
intransitive, mimicked hand movements. To a lesser extent, the results
also showed mu suppression at parietal electrode sites, over all three
conditions. Mu wave suppression during the observation of hand movements
and during the execution of actions was significantly correlated with
quality of imitation, but not with age or language level.

========================================================================


*Pages: 186-197 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000315384700004
*Order Full Text [ ]

Title:
Frontolimbic neural circuitry at 6months predicts individual differences in joint attention at 9months

Authors:
Elison, JT; Wolff, JJ; Heimer, DC; Paterson, SJ; Gu, HB; Hazlett, HC;
Styner, M; Gerig, G; Piven, J

Source:
*DEVELOPMENTAL SCIENCE*, 16 (2):186-197; MAR 2013

Abstract:
Elucidating the neural basis of joint attention in infancy promises to
yield important insights into the development of language and social
cognition, and directly informs developmental models of autism. We
describe a new method for evaluating responding to joint attention
performance in infancy that highlights the 9- to 10-month period as a
time interval of maximal individual differences. We then demonstrate
that fractional anisotropy in the right uncinate fasciculus, a white
matter fiber bundle connecting the amygdala to the ventral-medial
prefrontal cortex and anterior temporal pole, measured in 6-month-olds
predicts individual differences in responding to joint attention at
9months of age. The white matter microstructure of the right uncinate
was not related to receptive language ability at 9months. These findings
suggest that the development of core nonverbal social communication
skills in infancy is largely supported by preceding developments within
right lateralized frontotemporal brain systems.

========================================================================


*Pages: 198-208 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000315384700005
*Order Full Text [ ]

Title:
EastWest cultural differences in context-sensitivity are evident in early childhood

Authors:
Imada, T; Carlson, SM; Itakura, S

Source:
*DEVELOPMENTAL SCIENCE*, 16 (2):198-208; MAR 2013

Abstract:
Accumulating evidence suggests that North Americans tend to focus on
central objects whereas East Asians tend to pay more attention to
contextual information in a visual scene. Although it is generally
believed that such culturally divergent attention tendencies develop
through socialization, existing evidence largely depends on adult
samples. Moreover, no past research has investigated the relation
between context-sensitivity and other domains of cognitive development.
The present study examined children in the United States and Japan
(N=175, age 49years) to investigate the developmental pattern in
context-sensitivity and its relation to executive function. The study
found that context-sensitivity increased with age across cultures.
Nevertheless, Japanese children showed significantly greater
context-sensitivity than American children. Also, context-sensitivity
fully mediated the cultural difference in a set-shifting executive
function task, which might help explain past findings that East Asian
children outperformed their American counterparts on executive function.

========================================================================


*Pages: 209-226 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000315384700006
*Order Full Text [ ]

Title:
The mentalistic basis of core social cognition: experiments in preverbal infants and a computational model

Authors:
Hamlin, JK; Ullman, T; Tenenbaum, J; Goodman, N; Baker, C

Source:
*DEVELOPMENTAL SCIENCE*, 16 (2):209-226; MAR 2013

Abstract:
Evaluating individuals based on their pro- and anti-social behaviors is
fundamental to successful human interaction. Recent research suggests
that even preverbal infants engage in social evaluation; however, it
remains an open question whether infants' judgments are driven uniquely
by an analysis of the mental states that motivate others' helpful and
unhelpful actions, or whether non-mentalistic inferences are at play.
Here we present evidence from 10-month-olds, motivated and supported by
a Bayesian computational model, for mentalistic social evaluation in the
first year of life.A video abstract of this article can be viewed at
http://youtu.be/rD_Ry5oqCYE

========================================================================


*Pages: 227-233 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000315384700007
*Order Full Text [ ]

Title:
Perception of the motion trajectory of objects from moving cast shadows in infant Japanese macaques (Macaca fuscata)

Authors:
Imura, T; Adachi, I; Hattori, Y; Tomonaga, M

Source:
*DEVELOPMENTAL SCIENCE*, 16 (2):227-233; MAR 2013

Abstract:
The shadows cast by moving objects enable human adults and infants to
infer the motion trajectories of objects. Nonhuman animals must also be
able to discriminate between objects and their shadows and infer the
spatial layout of objects from cast shadows. However, the evolutionary
and comparative developmental origins of sensitivity to cast shadows
have not been investigated. In this study, we used a familiarity/novelty
preferential looking procedure to assess the ability of infant macaques,
aged 724weeks, to discriminate between a depth' display containing a
ball and cast shadow moving diagonally and an up' display containing a
ball with a diagonal trajectory and a shadow with a horizontal
trajectory. The infant macaques could discriminate the trajectories of
the balls based on the moving shadows. These findings suggest that the
ability to perceive the motion trajectory of an object from the moving
shadow is common to both humans and macaques.

========================================================================


*Pages: 234-248 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000315384700008
*Order Full Text [ ]

Title:
SES differences in language processing skill and vocabulary are evident at 18months

Authors:
Fernald, A; Marchman, VA; Weisleder, A

Source:
*DEVELOPMENTAL SCIENCE*, 16 (2):234-248; MAR 2013

Abstract:
This research revealed both similarities and striking differences in
early language proficiency among infants from a broad range of
advantaged and disadvantaged families. English-learning infants (n=48)
were followed longitudinally from 18 to 24months, using real-time
measures of spoken language processing. The first goal was to track
developmental changes in processing efficiency in relation to vocabulary
learning in this diverse sample. The second goal was to examine
differences in these crucial aspects of early language development in
relation to family socioeconomic status (SES). The most important
findings were that significant disparities in vocabulary and language
processing efficiency were already evident at 18months between infants
from higher- and lower-SES families, and by 24months there was a 6-month
gap between SES groups in processing skills critical to language
development.

========================================================================


*Pages: 249-259 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000315384700009
*Order Full Text [ ]

Title:
Bidirectional influences between maternal parenting and children's peer problems: a longitudinal monozygotic twin difference study

Authors:
Yamagata, S; Takahashi, Y; Ozaki, K; Fujisawa, KK; Nonaka, K; Ando, J

Source:
*DEVELOPMENTAL SCIENCE*, 16 (2):249-259; MAR 2013

Abstract:
This twin study examined the bidirectional relationship between maternal
parenting behaviors and children's peer problems that were not
confounded by genetic and family environmental factors. Mothers of 259
monozygotic twin pairs reported parenting behaviors and peer problems
when twins were 42 and 48months. Path analyses on monozygotic twin
difference scores revealed that authoritative parenting (the presence of
consistent discipline and lack of harsh parenting) and peer problems
simultaneously influenced each other. Authoritative parenting reduced
peer problems, and peer problems increased authoritative parenting.
Neither consistent discipline nor harsh parenting alone was associated
with peer problems. These results suggest that maternal authoritative
parenting works protectively in regard to children's peer problems, and
peer problems can evoke such effective parenting.

========================================================================


*Pages: 260-268 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000315384700010
*Order Full Text [ ]

Title:
Generalist genes and cognitive abilities in Chinese twins

Authors:
Chow, BWY; Ho, CSH; Wong, SWL; Waye, MMY; Bishop, DVM

Source:
*DEVELOPMENTAL SCIENCE*, 16 (2):260-268; MAR 2013

Abstract:
This study considered how far nonverbal cognitive, language and reading
abilities are affected by common genetic influences in a sample of 312
typically developing Chinese twin pairs aged from 3 to 11years. Children
were individually given tasks of Chinese word reading, receptive
vocabulary, phonological memory, tone awareness, syllable and rhyme
awareness, rapid automatized naming, morphological awareness and
orthographic skills, and Raven's Colored Progressive Matrices. Factor
analyses on the verbal tasks adjusted for age indicated two factors:
Language as the first factor and Reading as the second factor.
Univariate genetic analyses indicated that genetic influences were
substantial for nonverbal cognitive ability and moderate for language
and reading. Multivariate genetic analyses showed that nonverbal
cognitive ability, language and reading were influenced by shared
genetic origins, although there were specific genetic influences on
verbal skills that were distinct from those on nonverbal cognitive
ability. This study extends the Generalist Genes Hypothesis to Chinese
language and reading skills, suggesting that the general effects of
genes could be universal across languages.

========================================================================


*Pages: 269-286 (Review)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000315384700011
*Order Full Text [ ]

Title:
Speed isn't everything: complex processing speed measures mask individual differences and developmental changes in executive control

Authors:
Cepeda, NJ; Blackwell, KA; Munakata, Y

Source:
*DEVELOPMENTAL SCIENCE*, 16 (2):269-286; MAR 2013

Abstract:
The rate at which people process information appears to influence many
aspects of cognition across the lifespan. However, many commonly
accepted measures of processing speed' may require goal maintenance,
manipulation of information in working memory, and decision-making,
blurring the distinction between processing speed and executive control
and resulting in overestimation of processing speed contributions to
cognition. This concern may apply particularly to studies of
developmental change, as even seemingly simple processing speed measures
may require executive processes to keep children and older adults on
task. We report two new studies and a re-analysis of a published study,
testing predictions about how different processing speed measures
influence conclusions about executive control across the lifespan. We
find that the choice of processing speed measure affects the
relationship observed between processing speed and executive control, in
a manner that changes with age, and that choice of processing speed
measure affects conclusions about development and the relationship among
executive control measures. Implications for understanding processing
speed, executive control, and their development are discussed.

========================================================================


*Pages: 287-295 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000315384700012
*Order Full Text [ ]

Title:
Auditory habituation in the fetus and neonate: an fMEG study

Authors:
Muenssinger, J; Matuz, T; Schleger, F; Kiefer-Schmidt, I; Goelz, R;
Wacker-Gussmann, A; Birbaumer, N; Preissl, H

Source:
*DEVELOPMENTAL SCIENCE*, 16 (2):287-295; MAR 2013

Abstract:
Habituation the most basic form of learning is used to evaluate central
nervous system (CNS) maturation and to detect abnormalities in fetal
brain development. In the current study, habituation, stimulus
specificity and dishabituation of auditory evoked responses were
measured in fetuses and newborns using fetal magnetoencephalography
(fMEG). An auditory habituation paradigm consisting of 100 trains of
five 500Hz tones, one 750Hz tone (dishabituator) and two more 500Hz
tones, respectively, were presented to 41 fetuses (gestational age
3039weeks) and 22 newborns or babies (age 689days). Aresponse decrement
between the first and fifth tones (habituation), an increment between
the fifth tone and the dishabituator (stimulus specificity) and an
increment between the fifth (last tone before the dishabituator) and
seventh tones (first tone after the dishabituator) (dishabituation) were
expected. Fetuses showed weak responses to the first tone. However, a
significant response decrement between the second and fifth tones
(habituation) and a significant increment between the fifth tone and the
dishabituator (stimulus specificity) were found. No significant
difference was found for dishabituation nor was a developmental trend
found at the group level. From the neonatal data, significant values for
stimulus specificity were found. Sensory fatigue or adaptation was ruled
out as a reason for the response decrement due to the strong reactions
to the dishabituator. Taken together, the current study used fMEG to
directly show fetal habituation and provides evidence of fetal learning
in the last trimester of pregnancy.

========================================================================


*Pages: 296-313 (Review)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000315384700013
*Order Full Text [ ]

Title:
Target Article with Commentaries: Developmental niche construction

Authors:
Flynn, EG; Laland, KN; Kendal, RL; Kendal, JR

Source:
*DEVELOPMENTAL SCIENCE*, 16 (2):296-313; MAR 2013

Abstract:
Niche construction is the modification of components of the environment
through an organism's activities. Humans modify their environments
mainly through ontogenetic and cultural processes, and it is this
reliance on learning, plasticity and culture that lends human niche
construction a special potency. In this paper we aim to facilitate
discussion between researchers interested in niche construction and
those interested in human cognitive development by highlighting some of
the related processes. We discuss the transmission of culturally
relevant information, how the human mind is a symbol-generating and
artefact-devising system, and how these processes are bi-directional,
with infants and children both being directed, and directing, their own
development. We reflect on these in the light of four approaches:
natural pedagogy, activity theory, distributed cognition and situated
learning. Throughout, we highlight pertinent examples in non-humans that
parallel or further explicate the processes discussed. Finally we offer
three future directions; two involving the use of new techniques in the
realms of neuroscience and modelling, and the third suggesting
exploration of changes in the effects of niche construction across the
lifespan.

========================================================================


*Pages: 314-316 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000315384700014
*Order Full Text [ ]

Title:
On hermit crabs and humans

Authors:
Thomas, MSC

Source:
*DEVELOPMENTAL SCIENCE*, 16 (2):314-316; MAR 2013

========================================================================


*Pages: 317-319 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000315384700015
*Order Full Text [ ]

Title:
Lifespan development of neuromodulation of adaptive control and motivation as an ontogenetic mechanism for developmental niche construction

Authors:
Li, SC

Source:
*DEVELOPMENTAL SCIENCE*, 16 (2):317-319; MAR 2013

========================================================================


*Pages: 320-321 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000315384700016
*Order Full Text [ ]

Title:
NCT and developmental psychology: a welcome rapprochement

Authors:
Gauvain, M

Source:
*DEVELOPMENTAL SCIENCE*, 16 (2):320-321; MAR 2013

========================================================================


*Pages: 322-323 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000315384700017
*Order Full Text [ ]

Title:
NCT and culture-conscious developmental science The Laboratory of Comparative Human Cognition

Authors:
Downing-Wilson, D; Pelaprat, E; Rosero, I; Vadeboncoeur, J; Packer, M;
Cole, M

Source:
*DEVELOPMENTAL SCIENCE*, 16 (2):322-323; MAR 2013

========================================================================


*Pages: 324-324 (Correction)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000315384700018
*Order Full Text [ ]

Title:
Information from multiple modalities helps 5-month-olds learn abstract rules (vol 12, pg 504, 2009)

Authors:
Frank, MC; Slemmer, JA; Marcus, GF; Johnson, SP

Source:
*DEVELOPMENTAL SCIENCE*, 16 (2):324-324; MAR 2013

========================================================================


*Pages: 325-325 (Correction)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000315384700019
*Order Full Text [ ]

Title:
Whats mine is mine: twelve-month-olds use possessive pronouns to identify referents (vol 14, pg 859, 2011)

Authors:
Saylor, MM; Ganea, PA; Vazquez, MD

Source:
*DEVELOPMENTAL SCIENCE*, 16 (2):325-325; MAR 2013

========================================================================
*Order Full Text*
All Customers
--------------
   Please contact your library administrator, or person(s) responsible for
   document delivery, to find out more about your organization.s policy for
   obtaining the full text of the above articles.  If your organization does not
   have a current document delivery provider, you can order the document from our
   document delivery service TS Doc.  To order a copy of the article(s) you wish
   to receive, please go to www.contentscm.com and enter the citation information for
   each document.  A price quote for each item will be given and you will need a
   credit card to complete your order request.

 TS Doc Customers
--------------
   TS Doc customers can purchase the full text of an article using their
   TS Doc account.  Go to www.contentscm.com and login using your TS Doc logon ID
   and password.  Copy & paste the citation into the parser (Order by Citation)
   or enter the citation information above on the web order form (Order by Form.)
   A quote will be given for each item and your company will be invoiced as
   specified in your TS Doc agreement.


If you would like to supply contact information for TS Doc, here is the updated info:
   Product name:  TS Doc
   Customer Service: customerservice@infotrieve.com  or (800) 603-4367


========================================================================
*Support Contact Information*
If you have any questions, please open a support ticket at http://ip-science.thomsonreuters.com/techsupport/.
Telephone numbers for your local support team are also available here.
========================================================================