Cognitive Development (COGNITIVE DEV)

Publisher: Jean Piaget Society, Elsevier

Journal description

Cognitive Development contains the very best empirical and theoretical work on the development of perception, memory, language, concepts, thinking, problem solving, metacognition, and social cognition. Criteria for acceptance of articles will be: significance of the work to issues of current interest, substance of the argument, and clarity of expression. For purposes of publication in Cognitive Development, moral and social development will be considered part of cognitive development when they are related to the development of knowledge or thought processes. The Publisher and new Editor are resolute in their determination to maintain and enhance the reputation of Cognitive Development as a leading journal in the field, publishing papers of high quality in an expeditious manner (and in due course embracing the new electronic technologies). They remain committed to serving the best interest of the community of researchers, readers, and subscribers who have helped make the journal the success it is, and to increasing the value of Cognitive Development to those who work in the field in the future.

Current impact factor: 1.73

Impact Factor Rankings

2016 Impact Factor Available summer 2017
2009 Impact Factor 1.686

Additional details

5-year impact 2.25
Cited half-life >10.0
Immediacy index 0.14
Eigenfactor 0.00
Article influence 1.03
Website Cognitive Development website
Other titles Cognitive development
ISSN 0885-2014
OCLC 12603626
Material type Periodical, Internet resource
Document type Journal / Magazine / Newspaper, Internet Resource

Publisher details

Elsevier

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Authors pre-print on any website, including arXiv and RePEC
    • Author's post-print on author's personal website immediately
    • Author's post-print on open access repository after an embargo period of between 12 months and 48 months
    • Permitted deposit due to Funding Body, Institutional and Governmental policy or mandate, may be required to comply with embargo periods of 12 months to 48 months
    • Author's post-print may be used to update arXiv and RepEC
    • Publisher's version/PDF cannot be used
    • Must link to publisher version with DOI
    • Author's post-print must be released with a Creative Commons Attribution Non-Commercial No Derivatives License
    • Publisher last reviewed on 03/06/2015
  • Classification
    green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Young children can use cues that an adult is pedagogically providing information for their benefit to evaluate its importance and generalizability. But to use pedagogical actions to guide learning, children must learn to navigate ongoing pedagogical interactions, identifying which specific actions within an overarching context are in fact meant as pedagogical. In two experiments (N = 120) we illustrate that 3-year-old struggle with this ability, failing to distinguish pedagogical from merely intentional actions unless the endpoints of a pedagogical interaction were clearly demarked. These results shed light on the development of this powerful learning mechanism for facilitating inductive inference.
    No preview · Article · Apr 2016 · Cognitive Development
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    ABSTRACT: Most studies about the developing representation of numerical information and non-numerical ordered sequences involved Western children. It is not as certain that children from other parts of the world display a similar pattern. Moreover, the issue of gender differences was seldom considered. To shed more light on the above issues, we conducted four experiments involving a total of 322 1st and 2nd graders in Mainland China. Children either estimated the locations of numbers on number lines or the locations of months on month lines. Across four experiments, children produced estimates consistent with a linear function for smaller numbers. For larger numbers and months, younger children produced estimates consistent with a logarithmic function but older children's estimates were best fitted through a linear function. There were complex differences between boys and girls: Overall, whereas boys were more accurate estimating numbers, girls were better at estimating months. In conclusion, the representation of numerical order in Chinese numbers mirrored the representation of numerical order in Arabic numbers, demonstrating the universal developmental pattern of numerical representation from the less accurate logarithmic function to the more accurate linear function. Also, like Western children, Chinese children's representation of non-numerical order showed the same developmental pattern as numerical order, although this ability appeared to be first acquired in the numerical domain.
    No preview · Article · Apr 2016 · Cognitive Development
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    ABSTRACT: Studies of adults provide evidence that spatial reasoning is non-unitary in nature, consisting of separate object transformation and viewer transformation abilities. This research examined the presence of this dissociation in children. Participants between 8 and 12 years of age, divided over three age groups (i.e., 65 children from 7.5 to 9 years old, 75 children from 9 to 10.5 years old, and 77 children from 10.5 to 12 years old) performed a battery of object and viewer transformation tasks. Analysis of variance showed that performance improved with age on the individual object and viewer transformation tasks, with the largest effects between 10.5 and 12 years of age. Multi-group confirmatory factor analyses to test the dissociation of object and viewer transformation ability over the different age groups revealed that in children under 10.5 years of age object and viewer transformation ability could not be differentiated. A dissociation between object and viewer transformation ability was shown between 10.5 and 12 years of age. This period of specialization of spatial abilities may be a particularly interesting time window for identifying spatial talents and providing spatial training and intervention.
    No preview · Article · Apr 2016 · Cognitive Development
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    ABSTRACT: The present study adds to the emerging literature on the development of social cognition in adolescence by investigating the development of recursive thinking (i.e., thinking about thinking). Previous studies have indicated that the development of recursive thinking is not completed during childhood. The present study focused on late childhood and adolescence and presents the first longitudinal data on recursive thinking. At Time 1, 299 participants, aged 8 to 17 years, completed a revised version of the recursive thinking test developed by Miller, Kessel and Flavell (1970). At Time 2, two years later, 221 participants completed the test again. Psychometric properties of the revised test were found to be adequate. The developmental analysis showed that scores increased with age-both between- and within participants-, indicating that recursive thinking continues to develop throughout adolescence and does not level off before 18 years of age. Verbal abilities only partially explained this development.
    No preview · Article · Mar 2016 · Cognitive Development
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    ABSTRACT: We examined the accuracy of memory for the time of an event, the use of temporal reconstruction, and the availability and use of temporal landmarks from late middle childhood to adulthood. Children, adolescents, and adults (N= 128) viewed a film during a campus visit. Eight months later, we asked them to (a) recall the time of the previous visit on a range of time scales; (b) explain how they arrived at those estimates; and (c) provide other dateable events from their lives (temporal landmarks). The accuracy of time judgments increased with age on the day-of-the-week and month time scales only. All age groups used reconstruction to arrive at their estimates for most of the time scales tested. Reports of dateable events from past years indicated that the availability of temporal landmarks increased across this age range. These results reflect a mixture of similarities and differences across the ages tested.
    No preview · Article · Mar 2016 · Cognitive Development
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    ABSTRACT: We previously reported better performance on the day–night task when a ditty was chanted between stimulus presentation and when children could respond (Diamond, Kirkham, & Amso, 2002). Here we investigated competing hypotheses about why the ditty helps. Does it help because it imposes a brief waiting time (the child waits while the ditty is chanted before responding)? Or, does the ditty help because of its content, providing information helpful to performing the task? One-third of the 72 children (age 4) were tested with the ditty previously used which reminds them: “Think about the answer; don’t tell me”. Another 24 children were tested with a ditty with no task-relevant content: “I hope you have a nice time; I like you”. One-third received the standard condition. Performance in both ditty conditions was comparable and better than in the standard condition. That indicates that a factor common to both ditties (that chanting them took time, allowing the prepotent response to subside and the more-considered answer to reach response threshold) likely accounts for their benefit. Whether a ditty reminded children what to do or not did not affect the results. The challenge of the day–night task for preschoolers is not its working memory demands but the need to inhibit a dominant response, making a different response instead.
    No preview · Article · Nov 2015 · Cognitive Development
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    ABSTRACT: Private speech, as conceptualized by Vygotsky, has been studied primarily as a means of self direction or executive function. It is reconsidered here in terms of its relation to social speech and to thought. A portion of the “crib speech” of a 2-year-old is presented in the context of her representation of her father’s account of a prospective event, focused on the problems of comprehension of adult talk, and of understanding the complex relations involved in the perspectives of self and other. The function of private speech for the young child is seen in its value as external representation, a major function of semiotic forms in human cognition.
    No preview · Article · Oct 2015 · Cognitive Development
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    ABSTRACT: To navigate the social world, children must learn about others' preferences. Though people can use emotional and verbal cues to express their preferences, these cues are often unavailable or unreliable. Previous research has found that preschoolers and toddlers use statistical information to infer the existence of a preference. However, in the real world, preferences are not binary; they can also be graded. In two experiments, we find that preschoolers use statistical information about an agent's choices to infer the graded strengths of preferences. From observing an agent's choices, preschoolers inferred that objects the agent chose less consistently were less preferred than objects the agent chose more consistently. Additionally, preschoolers' responses indicated that preschoolers make more sophisticated transitive inferences than previously attributed to this age group.
    No preview · Article · Oct 2015 · Cognitive Development
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    ABSTRACT: In this article I address the significance of semiotic processes supporting early social interaction, communication and learning in the evolution of the modern human niche of infancy and childhood, known to be extended even in comparison with closely related hominin species. Human infancy and childhood is a biocultural niche, embedded within and causally contributing to the expansion and elaboration of the wider human biocultural complex, including both semiotic and praxic spheres. Epigenetic constructive processes were crucial in the evolution of the niche of ontogenesis, and niche construction through epigenetic augmentation is the key to understanding human symbolic evolution, the advent of human behavioral modernity and the capture of evolutionary processes by socio-cultural dynamics.
    No preview · Article · Oct 2015 · Cognitive Development

  • No preview · Article · Oct 2015 · Cognitive Development