A5059974695- Child and Animal Learning Development
- Identity, Memory, and Therapy
- Memory Processes and Influences
- Memory and Neural Mechanisms
- Early Childhood Education and Development
- Cognitive and developmental aspects of mathematical skills
- Language Development and Disorders
- Social and Educational Sciences
- Family Support in Illness
- Spatial Cognition and Navigation
- Social Representations and Identity
- Child Development and Digital Technology
- Education, Healthcare and Sociology Research
- Categorization, perception, and language
- Autism Spectrum Disorder Research
- Cognitive Functions and Memory
- Sensory Analysis and Statistical Methods
- Reading and Literacy Development
- Williams Syndrome Research
- Counseling, Therapy, and Family Dynamics
- Children's Rights and Participation
- EEG and Brain-Computer Interfaces
- Neuroscience, Education and Cognitive Function
- Psychology of Development and Education
- Children's Physical and Motor Development
Aarhus University
2015-2024
Norwegian University of Science and Technology
2022
Cognitive Research (United States)
2013
Much of our basic understanding cognitive and social processes in infancy relies on measures looking time, specifically infants’ visual preference for a novel or familiar stimulus. However, despite being the foundation many behavioral tasks infant research, determinants preferences are poorly understood, differences expression can be difficult to interpret. In this large-scale study, we test predictions from Hunter Ames model infants' preferences. We investigate effects three factors...
Childhood amnesia (i.e., a marked paucity of memories from the first 3-4 years life) has often been examined by asking people for their earliest memory. Such studies have generally conducted with college students, and thus unable to examine possible effects education current age. We here report study on adults' based large, stratified sample covering adult life span age 20 70 (n = 1,043). Because nature size our we able investigate range factors simultaneously that typically studied...
Following Event Segmentation Theory (EST) adult memory is enhanced at event boundaries (EB). The present study set out to explore this in infancy. Sixty-eight 21-month-olds watched a cartoon with one of two objects (counterbalanced) inserted for 3s either EB or between EB. Ten minutes later they both (familiar and novel) 10s Visual Paired Comparison (VPC) test while being eye-tracked. Furthermore, were asked point the previous object. Based on EST, we hypothesized that would be processed...
Many parents have experienced incidents in which their preschool child spontaneously (i.e., without prompting of any kind) recall a previously event. Until recently, such spontaneous memories had only been examined non-controlled settings (e.g., diary studies). Using novel experimental paradigm, previous study has shown that when young children are brought back to highly distinct setting (same room, same experimenter, furnishing), they an interesting event (a Teddy or Game event), can be...
In a seminal study Simcock and Hayne (2002) showed that 3-year-olds were unable to use newly acquired words describe "magic" event experienced 6 or 12 months earlier. the reference children's verbal recall was tested without props being present. Inspired by recent evidence, original design replicated, testing 33-and 39-month-olds (n = 180), but with present at while controlling for potential online reasoning. The results revealed children did their preverbal memory. Thus, shows nonverbal...
Verbally reported long-term memory for past events typically improves with age. However, such findings are based exclusively on studies, where children directly asked to recall. The present study showed that when 3- (n = 113, 59 girls) and 4-year-olds 62 girls), predominantly White, were brought back a distinct laboratory-setting after either 1-, 4.5-, or 13-weeks, children-regardless of age delay-spontaneously recalled the event experienced at their first visit (all Cohen's ds > 1.00)....
We examined three-year-olds' (N = 50) strategic recall of past events from their daily life that they recently had recalled spontaneously. Hence, in contrast to most research on memories young children, we evidence the been encoded and consolidated. Moreover, whether age to-be-remembered as well language skills would affect recall. The results showed even though children's answers were coded exceedingly 'liberal', children unable provide 51% cases. Language affected performance, whereas time...
Abstract Discussions have recently taken place on whether spatiotemporal information is more important than featural when infants attempt to individuate objects. Hitherto, and only been compared directly by using cognitively demanding ‘event‐mapping designs’ (e.g. Xu & Carey, 1996 ), whereas the simpler event‐monitoring designs ‘wide‐screen/narrow‐screen’ Wilcox colleagues) not employed for such a comparison. The present research offers new design, rotating screen that allows direct...
It is typically challenging for two-year-olds to recollect memories upon demand. However, we know from diary studies that children spontaneously, 'out of the blue', recall about their past. Spontaneous retrieval may be less cognitively demanding because it dependent on prefrontal cortex and mainly relies associative processes. spontaneous remains examined experimentally in younger than age 3. We by means both verbal nonverbal measures fifty-two 23-months-old a controlled lab-setting. When...
Abstract Memories of past events often come to mind spontaneously, that is, without any preceding goal‐directed search process. Such memories (termed ‘involuntary’ in the adult literature) have been studied extensively adults. However, little is known about how spontaneous recollections may appear children's everyday lives. To date, only a single diary study has conducted. We examined three‐year‐olds' ( N = 51) by means parental reports during 2‐week period. Specifically, we investigated (a)...
Early math skills lay the foundation for children’s long-term academic success. An increasing number of randomized controlled interventions have been carried out across educational settings. The aim present systematic review was to identify distribution conducted between 2001 and 2021 in settings Childhood Education (ECE) up high school among various sample types, describe their central features at each setting separately. Based on knowledge gaps exposed through review, we aimed discuss...