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Cumulative Subject Index for Volumes 75–77
Journal of Experimental Child Psychology 77, 358 –365 (2000) doi:10.1006/jecp.2000.2618, available online at http://www.idealibrary.com on
Cumulative Subject Index for Volumes 75–77 1 A Acknowledgments Editorial Board, Guest Reviewers, and others, 77, 354 Activation and inhibition, of speeded responses, separate developmental trends, 75, 263 Active memory in infants, reinstatement versus reactivation effects, 75, 93 Adjectives dimensional, factors affecting acquisition of, 76, 26 Age, see also College students; High school students; Infants 3 years, gender development, role of brothers and sisters, 77, 292 3 and 4 years acquisition of dimensional adjectives, factors affecting, 76, 26 stress reactions to peer entry, 76, 50 3.4 to 4.8 years, use of trait labels to make inductive inferences, 77, 1 3 to 5 years, symbolic representation across domains, 76, 173 3 to 6 years, effect of drawing on suggestibility and source monitoring ability, 77, 169 4 years, normal children and VMA-matched learning disabled or autistic children, counterfactual syllogistic reasoning, 76, 64 4 to 6 years, effect of Kana literacy acquisition on speech segmentation unit used by Japanese children, 75, 70 5 years, phonological sensitivity and acquisition of new words, 76, 275 5, 6, 8, and 9 years, complementarity of working memory models, 77, 89 1
5, 8, and 11 years, ability to activate and inhibit speeded responses, 75, 263 5 and 8 years, eyewitness memory, dissociating automatic and intentional processes in, 75, 1 6 years, vowel categorization skill and early literacy skills in Que´bec-French firstgraders, 76, 190 6, 8, and 10 years, gender biases in children’s appraisals of injury risk and other children’s risk-taking behaviors, 77, 317 6, 9, and 24 years, movement substructure change as function of practice, 75, 228 6.5, 8.3, and 10.25 years, and university, development of automaticity in accessing number magnitude, 76, 104 6.6 to 10.8 years, development of reading skills: visual factors in word recognition, 76, 123 6.8 years, learning disabled, numerical and arithmetical cognition, 77, 236 6 to 10 years, and adults, development of sequential pointing, 75, 43 6 to 14 years, effect of exposure to Cued Speech on deaf children’s spelling, 75, 291 7, 9, and 11 years, effects of spatial movement component precues on execution of rapid aiming, 77, 155 7.5, 10.8, and 20.3 years, persistence of memory for ignored lists of digits, 76, 151 7 and 8 years, relationship between phonological awareness and working memory, 75, 152 7.8 years, children with behavior problems, effects of teacher feedback on reputations and peer perceptions of, 76, 302 7 to 9 years, serial recall errors, implications for theories of short-term memory development, 76, 222
Boldface numbers indicate volume; lightface numbers indicate pagination. 358
0022-0965/00 $35.00 Copyright © 2000 by Academic Press All rights of reproduction in any form reserved.
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CUMULATIVE SUBJECT INDEX 7 to 10 years, and adults, recognition and sex categorization of adults’ and children’s faces, 77, 269 7 to 11 years, individual differences in gains from computer-assisted remedial reading, 77, 197 8.1 and 11.1 years, development of abilities to share and allocate attention in dual task, 77, 61 8 to 9 years, dyslexic, language deficits: speech perception, phonology, and morphology, 77, 30 9 years, German-speaking children with dyslexia, pseudoname learning, 75, 116 9 to 11 years, verbal short-term memory, model, 75, 191 9.16 and 11.16 years, development of conceptual categories of attention, 75, 245 Age differences children’s appraisals of injury risk and other children’s risk-taking behaviors, and gender bias, 77, 317 movement substructures change, children and adults, 75, 228 stress reactions to peer entry, 3- and 4-yearolds, 76, 50 Animate–inanimate distinction early differentiation within animate domain, 75, 134 Approach behavior and stress reactions to peer entry, preschoolers, 76, 50 Arithmetical cognition process and concept deficits in children with learning disability, 77, 236 Arithmetical reasoning sex differences, 77, 337 Attention competition in early exogenous orienting between 7 and 21 weeks, 76, 253 conceptual categories of, development during elementary school years, 75, 245 development: sharing and allocation of attention in dual task, 77, 61 persistence of memory for ignored lists of digits, 76, 151 Autism children with, counterfactual syllogistic reasoning, 76, 64 Automaticity in accessing number magnitude, development of, 76, 104
B Baddeley’s model working memory, and Pascual-Leone model comparability, further note, 77, 110 complementarity, 77, 89, 138 mergeability, 77, 128 Ballistic movements substructures, changes in, as function of practice in children and adults, 75, 228 Behavior problems reputations and peer perceptions of children with, effects of teacher feedback, 76, 302 Brothers and sisters, role in gender development of preschool children, 77, 292 C Categories conceptual, of attention, development during elementary school years, 75, 245 Categorization early differentiation within animate domain, 75, 134 factors affecting acquisition of dimensional adjectives, 76, 26 sex of adults’ and children’s faces, 77, 269 vowel, and relationship to early literacy skills, in first-grade Que´bec-French children, 76, 190 Cognitive development, see Development College students gender differences in advanced mathematical problem solving, 75, 165 and grades 1, 3, and 5, development of automaticity in accessing number magnitude, 76, 104 and grades 2 and 5, persistence of memory for ignored lists of digits, 76, 151 sex differences in spatial cognition, computational fluency, and arithmetical reasoning, 77, 337 Color and motion, competition in early exogenous orienting between 7 and 21 weeks, 76, 253 Comparative judgment factors affecting children’s ability to compare objects using novel words, 76, 26 Competence self-perceived, and stress reactions to peer entry, preschoolers, 76, 50
360
CUMULATIVE SUBJECT INDEX
Competition in early exogenous orienting between 7 and 21 weeks, 76, 253 Complementarity Baddeley and Pascual-Leone models of working memory, 77, 89, 110, 138 Computational fluency sex differences, 77, 337 Computer-assisted instruction remedial reading, individual differences in gains from, 77, 197 Concept formation early differentiation within animate domain, 75, 134 Conceptual categories of attention, development during elementary school years, 75, 245 Continuous quantity infants’ sensitivity to amount and change in, 77, 20 Counterfactual thought syllogistic reasoning in normal 4-year-olds and children with learning disabilities or autism, 76, 64 Crawling infant, gender bias in mothers’ expectations about, 77, 304 Cued Speech exposure to, effect on spelling in deaf children, 75, 291 Cues sex-stereotyped, recognition and sex categorization of adults’ and children’s faces in absence of, 77, 269 D Deaf children spelling, effect of exposure to Cued Speech, 75, 291 Development attention: sharing and allocation of attention in dual task, 77, 61 automaticity in accessing number magnitude, 76, 104 perception of partly occluded objects by young infants, role of good form, 76, 1 reading skills: visual factors in word recognition, 76, 123 response activation and inhibition, 75, 263 short-term memory, implications of children’s serial recall errors, 76, 222 working memory, see Working memory
Differentiation early, within animate domain, 75, 134 Digits ignored lists of, persistence of memory for, 76, 151 Dimensional adjectives factors affecting acquisition of, 76, 26 Discrimination infants’ sensitivity to amount and change in continuous quantity, 77, 20 Drawing effect on children’s suggestibility and source monitoring ability, 77, 169 Dual tasks development of abilities to share and allocate attention, 77, 61 further note on comparability of two models of working memory, 77, 110 Dyslexia children with, language deficits: speech perception, phonology, and morphology, 77, 30 German-speaking children with, pseudoname learning, 75, 116 E Editorials sex and gender in development (introduction to special issue), 77, 265 working memory and its development (introduction to special issue), 77, 87 Eyewitness memory children’s, dissociating automatic and intentional processes in, 75, 1 F Faces adults’ and children’s, recognition and sex categorization of, 77, 269 French vowel categorization skill and relationship to early literacy skills in first-grade Que´becFrench children, 76, 190 G Gender bias in children’s appraisals of injury risk and other children’s risk-taking behaviors, 77, 317 in mothers’ expectations about infant crawling, 77, 304
361
CUMULATIVE SUBJECT INDEX Gender development preschool children, role of brothers and sisters, 77, 292 Gender differences, see Sex differences Gender perception recognition and sex categorization of adults’ and children’s faces, 77, 269 German dyslexic children speaking, pseudoname learning by, 75, 116 Gestalt perception of partly occluded objects by young infants, role of good form, 76, 1
and other children’s risk-taking behaviors, gender biases in children’s appraisals of, 77, 317 Intentional understanding counterfactual thought, normal 4-year-olds and children with learning disabilities or autism, 76, 64 J Japanese preschoolers, speech segmentation unit used by, effect of Kana literacy acquisition, 75, 70
H K High school students juniors and seniors, gender differences in advanced mathematical problem solving, 75, 165 I Individual differences in gains from computer-assisted remedial reading, 77, 197 Inductive inferences by preschoolers, use of trait labels for, 77, 1 Infants active memory, reinstatement versus reactivation effects, 75, 93 competition in early exogenous orienting between 7 and 21 weeks, 76, 253 early differentiation within animate domain, 75, 134 gender bias in mothers’ expectations about crawling (11 months), 77, 304 role of good form in perception of partly occluded objects (4 months), 76, 1 sensitivity to amount and change in continuous quantity (6 and 9 months), 77, 20 Information processing capacity, and development of working memory, 77, 89 persistence of memory for ignored lists of digits, 76, 151 Inhibition and activation, of speeded responses, separate developmental trends, 75, 263 Injury risk mothers’ responses to videos of risk taking, 76, 89
Kana literacy acquisition, effect on speech segmentation unit used by Japanese young children, 75, 70 Kinematics effects of spatial movement components precues on execution of rapid aiming, 77, 155 L Language deficits in dyslexic children: speech perception, phonology, and morphology, 77, 30 Learning deficit phonological, in dyslexia: pseudoname learning by German-speaking children, 75, 116 Learning disabilities counterfactual syllogistic reasoning in children with, 76, 64 numerical and arithmetical cognition in children with, 77, 236 Lists of digits ignored, persistence of memory for, 76, 151 Literacy skills early, relationship to vowel categorization skill in Que´bec-French first-graders, 76, 190 Kana, acquisition of, effect on speech segmentation unit used by Japanese young children, 75, 70 Locomotion gender bias in mothers’ expectations about infant crawling, 77, 304 Logical reasoning counterfactual syllogistic, in normal 4-year-
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CUMULATIVE SUBJECT INDEX
olds and children with learning disabilities or autism, 76, 64 Long-term memory active, in infants, reinstatement versus reactivation effects, 75, 93 and pseudoname learning by German-speaking children with dyslexia, 75, 116 M Mathematical disabilities and reading disabilities, numerical and arithmetical cognition in children with, 77, 236 Mathematical problem solving advanced, gender differences: high school and college students, 75, 165 complex word problems, sex differences, 77, 337 Memory, see also Short-term memory; Working memory active, in infants, reinstatement versus reactivation effects, 75, 93 eyewitness, dissociating automatic and intentional processes in, 75, 1 for ignored lists of digits, persistence, 76, 151 recall of reminders, effect of drawing, 77, 169 Mora or syllable, use by Japanese young children, effect of Kana literacy acquisition, 75, 70 Morphology relationship to dyslexia in children, 77, 30 Mothers expectations about infant crawling, gender bias in, 77, 304 responses to videos of risk taking by children, 76, 89 Motion and color, competition in early exogenous orienting between 7 and 21 weeks, 76, 253 Motor development gender bias in mothers’ expectations about infant crawling, 77, 304 sequential pointing in children and adults, 75, 43 Motor learning movement substructure change as function of practice in children and adults, 75, 228 Motor programming effects of spatial movement components precues on execution of rapid aiming, 77, 155
Movements substructures, changes in, as function of practice in children and adults, 75, 228 N Neo-Piagetian model further note on comparability of two models of working memory, 77, 110 verbal short-term memory, 75, 191 Notation symbolic representation across domains in preschool children, 76, 173 Number magnitude accessing, development of automaticity in, 76, 104 Numerical cognition process and concept deficits in children with learning disability, 77, 236 O Object perception partly occluded objects by young infants, role of good form, 76, 1 Orienting early exogenous, between 7 and 21 weeks, competition in, 76, 253 P Parents’ expectations gender bias in mothers’ expectations about infant crawling, 77, 304 Pascual-Leone model working memory, and Baddeley’s model comparability, further note, 77, 110 complementarity, 77, 89, 138 mergeability, 77, 128 Peer entry stress reactions to, preschoolers, 76, 50 Peer status children with behavior problems, effects of teacher feedback, 76, 302 Perceived competence and stress reactions to peer entry, preschoolers, 76, 50 Perception gender: recognition and sex categorization of adults’ and children’s faces, 77, 269 partly occluded objects by young infants, role of good form, 76, 1
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CUMULATIVE SUBJECT INDEX speech, relationship to dyslexia in children, 77, 30 Perceptions peer, of children with behavior problems, effects of teacher feedback, 76, 302 Person knowledge early differentiation within animate domain, 75, 134 Phonological awareness vowel categorization skill and relationship to early literacy skills in Que´bec-French first-graders, 76, 190 and working memory, relationship, 75, 152 Phonological learning deficit in dyslexia: pseudoname learning by Germanspeaking children, 75, 116 Phonological training and gains from computer-assisted remedial reading, 77, 197 Phonology acquisition through eyes and spelling in deaf children, 75, 291 relationship to dyslexia in children, 77, 30 Planning strategies development of sequential pointing in children and adults, 75, 43 POC analysis development of abilities to share and allocate attention, 77, 61 Pointing sequential, in children and adults, 75, 43 Precuing spatial movement components, effects on execution of rapid aiming, 77, 155 Preschoolers, see Age Print concepts symbolic representation across domains in preschool children, 76, 173 Process-dissociation procedure dissociating automatic and intentional processes in children’s eyewitness memory, 75, 1 Processing speed ability to activate and inhibit speeded responses, 75, 263 Pseudoname learning by German-speaking children with dyslexia, 75, 116 Q Quantity continuous, infants’ sensitivity to amount and change in, 77, 20
Que´bec-French speakers vowel categorization skill and relationship to early literacy skills in first-graders, 76, 190 R Rapid aiming execution of, effects of spatial movement component precues, 77, 155 Reactivation versus reinstatement, effects on active memory in infants, 75, 93 Reading remedial, computer-assisted, individual differences in gains from, 77, 197 Reading ability relationship between phonological awareness and working memory, 75, 152 Reading acquisition language deficits in dyslexic children, 77, 30 Reading disabilities individual differences in gains from computer-assisted remedial reading, 77, 197 and mathematical disabilities, numerical and arithmetical cognition in children with, 77, 236 Reading skills development: visual factors in word recognition, 76, 123 relationship to vowel categorization skill in Que´bec-French first-graders, 76, 190 Reasoning arithmetical, sex differences, 77, 337 counterfactual syllogistic, in normal 4-yearolds and children with learning disabilities or autism, 76, 64 Rehearsal effect of drawing on children’s suggestibility and source monitoring ability, 77, 169 Reinstatement versus reactivation, effects on active memory in infants, 75, 93 Remedial reading computer-assisted, individual differences in gains from, 77, 197 Reputation of children with behavior problems, effects of teacher feedback, 76, 302 Responses activation and inhibition, separate developmental trends, 75, 263
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CUMULATIVE SUBJECT INDEX
Retention in infants, reinstatement versus reactivation effects, 75, 93 Risk appraisal children’s, of injury risk and of other children’s risk-taking behaviors, gender biases in, 77, 317 Risk taking children’s appraisals of injury risk and other children’s risk-taking behaviors, gender biases in, 77, 317 mothers’ responses to videos of risk taking by children, 76, 89 S Segmentation unit used by Japanese young children, effect of Kana literacy acquisition, 75, 70 Sensory memory persistence of memory for ignored lists of digits, 76, 151 Sequential pointing in children and adults, 75, 43 Serial recall errors children’s, implications for theories of shortterm memory development, 76, 222 Sex differences advanced mathematical problem solving, high school and college students, 75, 165 mothers’ responses to videos of risk taking by boys and girls, 76, 89 in risk taking behaviors leading to injury, children’s awareness of, 77, 317 in spatial cognition, computational fluency, and arithmetical reasoning, 77, 337 Sex and gender in development (special issue) gender biases in children’s appraisals of injury risk and other children’s risk-taking behaviors, 77, 317 gender bias in mothers’ expectations about infant crawling, 77, 304 introduction, 77, 265 recognition and sex categorization of adults’ and children’s faces, 77, 269 role of brothers and sisters in gender development of preschool children, 77, 292 sex differences in spatial cognition, computational fluency, and arithmetical reasoning, 77, 337 Sex role role of brothers and sisters in gender development of preschool children, 77, 292
Sex typing role of brothers and sisters in gender development of preschool children, 77, 292 Short-term memory development, implications of children’s serial recall errors, 76, 222 development of working memory: complementarity of two models, 77, 89 persistence of memory for ignored lists of digits, 76, 151 phonological, and learning of new words, 76, 275 and phonological awareness, relationship, 75, 152 verbal, model, 75, 191 Siblings role of brothers and sisters in gender development of preschool children, 77, 292 Sisters and brothers, role in gender development of preschool children, 77, 292 Socialization and mothers’ responses to videos of risk taking by children, 76, 89 Source monitoring children’s ability for, effect of drawing, 77, 169 Spatial cognition sex differences, 77, 337 Spatial memory development of working memory: complementarity of two models, 77, 89 Spatial movement precues, effects on execution of rapid aiming, 77, 155 Speech persistence of memory for ignored lists of digits, 76, 151 Speech perception relationship to dyslexia in children, 77, 30 Speechreading effect of exposure to Cued Speech on spelling in deaf children, 75, 291 Speech segmentation unit used by Japanese young children, effect of Kana literacy acquisition, 75, 70 Speed–accuracy tasks movement substructure change as function of practice in children and adults, 75, 228 Speeded responses ability to activate and inhibit, 75, 263
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CUMULATIVE SUBJECT INDEX Spelling by deaf children, effect of exposure to Cued Speech, 75, 291 skills, relationship to vowel categorization skill in Que´bec-French first-graders, 76, 190 Strategy use gender differences in advanced mathematical problem solving, high school and college students, 75, 165 Stress reactions to peer entry, preschoolers, 76, 50 Suggestibility children’s, effect of drawing, 77, 169 Syllable or mora, use by Japanese young children, effect of Kana literacy acquisition, 75, 70 Syllogistic reasoning counterfactual, in normal 4-year-olds and children with learning disabilities or autism, 76, 64 Symbolic representation across domains, in preschool children, 76, 173 T Teacher feedback effects on reputations and peer perceptions of children with behavior problems, 76, 302 Temperament and stress reactions to peer entry, preschoolers, 76, 50 Theory of mind development of conceptual categories of attention during elementary school years, 75, 245 Trait labels use by preschoolers to make inductive inferences, 77, 1 V Verbal short-term memory neo-Piagetian model, 75, 191 Viewing position effect development of reading skills, 76, 123 Vision perception of partly occluded objects by young infants, role of good form, 76, 1
Visual attention competition in early exogenous orienting between 7 and 21 weeks, 76, 253 Visual processes aspects underlying word recognition: development of reading skills, 76, 123 Visuomanual pointing sequential, in children and adults, 75, 43 Visuospatial working memory comparability of two models, further note, 77, 110 Vowel categorization skill, and relationship to early literacy skills, in first-grade Que´bec-French children, 76, 190 W Within-word fixation effects development of reading skills, 76, 123 Word learning factors affecting acquisition of dimensional adjectives, 76, 26 phonological sensitivity and acquisition of new words in children, 76, 275 pseudonames, by German-speaking children with dyslexia, 75, 116 Word recognition visual factors: development of reading skills, 76, 123 Working memory and its development, special issue editorial, 77, 87 lead article: Exploring the complementarity of two models, 77, 89 reflection: Are the two models complementary?, 77, 138 reflection: Further note on comparability of two models, 77, 110 reflection: Should the Baddeley and Hitch and Pascual-Leone models be merged?, 77, 128 persistence of memory for ignored lists of digits, 76, 151 and phonological awareness, relationship, 75, 152
Cumulative Subject Index for Volumes 75–77 1 A Acknowledgments Editorial Board, Guest Reviewers, and others, 77, 354 Activation and inhibition, of speeded responses, separate developmental trends, 75, 263 Active memory in infants, reinstatement versus reactivation effects, 75, 93 Adjectives dimensional, factors affecting acquisition of, 76, 26 Age, see also College students; High school students; Infants 3 years, gender development, role of brothers and sisters, 77, 292 3 and 4 years acquisition of dimensional adjectives, factors affecting, 76, 26 stress reactions to peer entry, 76, 50 3.4 to 4.8 years, use of trait labels to make inductive inferences, 77, 1 3 to 5 years, symbolic representation across domains, 76, 173 3 to 6 years, effect of drawing on suggestibility and source monitoring ability, 77, 169 4 years, normal children and VMA-matched learning disabled or autistic children, counterfactual syllogistic reasoning, 76, 64 4 to 6 years, effect of Kana literacy acquisition on speech segmentation unit used by Japanese children, 75, 70 5 years, phonological sensitivity and acquisition of new words, 76, 275 5, 6, 8, and 9 years, complementarity of working memory models, 77, 89 1
5, 8, and 11 years, ability to activate and inhibit speeded responses, 75, 263 5 and 8 years, eyewitness memory, dissociating automatic and intentional processes in, 75, 1 6 years, vowel categorization skill and early literacy skills in Que´bec-French firstgraders, 76, 190 6, 8, and 10 years, gender biases in children’s appraisals of injury risk and other children’s risk-taking behaviors, 77, 317 6, 9, and 24 years, movement substructure change as function of practice, 75, 228 6.5, 8.3, and 10.25 years, and university, development of automaticity in accessing number magnitude, 76, 104 6.6 to 10.8 years, development of reading skills: visual factors in word recognition, 76, 123 6.8 years, learning disabled, numerical and arithmetical cognition, 77, 236 6 to 10 years, and adults, development of sequential pointing, 75, 43 6 to 14 years, effect of exposure to Cued Speech on deaf children’s spelling, 75, 291 7, 9, and 11 years, effects of spatial movement component precues on execution of rapid aiming, 77, 155 7.5, 10.8, and 20.3 years, persistence of memory for ignored lists of digits, 76, 151 7 and 8 years, relationship between phonological awareness and working memory, 75, 152 7.8 years, children with behavior problems, effects of teacher feedback on reputations and peer perceptions of, 76, 302 7 to 9 years, serial recall errors, implications for theories of short-term memory development, 76, 222
Boldface numbers indicate volume; lightface numbers indicate pagination. 358
0022-0965/00 $35.00 Copyright © 2000 by Academic Press All rights of reproduction in any form reserved.
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CUMULATIVE SUBJECT INDEX 7 to 10 years, and adults, recognition and sex categorization of adults’ and children’s faces, 77, 269 7 to 11 years, individual differences in gains from computer-assisted remedial reading, 77, 197 8.1 and 11.1 years, development of abilities to share and allocate attention in dual task, 77, 61 8 to 9 years, dyslexic, language deficits: speech perception, phonology, and morphology, 77, 30 9 years, German-speaking children with dyslexia, pseudoname learning, 75, 116 9 to 11 years, verbal short-term memory, model, 75, 191 9.16 and 11.16 years, development of conceptual categories of attention, 75, 245 Age differences children’s appraisals of injury risk and other children’s risk-taking behaviors, and gender bias, 77, 317 movement substructures change, children and adults, 75, 228 stress reactions to peer entry, 3- and 4-yearolds, 76, 50 Animate–inanimate distinction early differentiation within animate domain, 75, 134 Approach behavior and stress reactions to peer entry, preschoolers, 76, 50 Arithmetical cognition process and concept deficits in children with learning disability, 77, 236 Arithmetical reasoning sex differences, 77, 337 Attention competition in early exogenous orienting between 7 and 21 weeks, 76, 253 conceptual categories of, development during elementary school years, 75, 245 development: sharing and allocation of attention in dual task, 77, 61 persistence of memory for ignored lists of digits, 76, 151 Autism children with, counterfactual syllogistic reasoning, 76, 64 Automaticity in accessing number magnitude, development of, 76, 104
B Baddeley’s model working memory, and Pascual-Leone model comparability, further note, 77, 110 complementarity, 77, 89, 138 mergeability, 77, 128 Ballistic movements substructures, changes in, as function of practice in children and adults, 75, 228 Behavior problems reputations and peer perceptions of children with, effects of teacher feedback, 76, 302 Brothers and sisters, role in gender development of preschool children, 77, 292 C Categories conceptual, of attention, development during elementary school years, 75, 245 Categorization early differentiation within animate domain, 75, 134 factors affecting acquisition of dimensional adjectives, 76, 26 sex of adults’ and children’s faces, 77, 269 vowel, and relationship to early literacy skills, in first-grade Que´bec-French children, 76, 190 Cognitive development, see Development College students gender differences in advanced mathematical problem solving, 75, 165 and grades 1, 3, and 5, development of automaticity in accessing number magnitude, 76, 104 and grades 2 and 5, persistence of memory for ignored lists of digits, 76, 151 sex differences in spatial cognition, computational fluency, and arithmetical reasoning, 77, 337 Color and motion, competition in early exogenous orienting between 7 and 21 weeks, 76, 253 Comparative judgment factors affecting children’s ability to compare objects using novel words, 76, 26 Competence self-perceived, and stress reactions to peer entry, preschoolers, 76, 50
360
CUMULATIVE SUBJECT INDEX
Competition in early exogenous orienting between 7 and 21 weeks, 76, 253 Complementarity Baddeley and Pascual-Leone models of working memory, 77, 89, 110, 138 Computational fluency sex differences, 77, 337 Computer-assisted instruction remedial reading, individual differences in gains from, 77, 197 Concept formation early differentiation within animate domain, 75, 134 Conceptual categories of attention, development during elementary school years, 75, 245 Continuous quantity infants’ sensitivity to amount and change in, 77, 20 Counterfactual thought syllogistic reasoning in normal 4-year-olds and children with learning disabilities or autism, 76, 64 Crawling infant, gender bias in mothers’ expectations about, 77, 304 Cued Speech exposure to, effect on spelling in deaf children, 75, 291 Cues sex-stereotyped, recognition and sex categorization of adults’ and children’s faces in absence of, 77, 269 D Deaf children spelling, effect of exposure to Cued Speech, 75, 291 Development attention: sharing and allocation of attention in dual task, 77, 61 automaticity in accessing number magnitude, 76, 104 perception of partly occluded objects by young infants, role of good form, 76, 1 reading skills: visual factors in word recognition, 76, 123 response activation and inhibition, 75, 263 short-term memory, implications of children’s serial recall errors, 76, 222 working memory, see Working memory
Differentiation early, within animate domain, 75, 134 Digits ignored lists of, persistence of memory for, 76, 151 Dimensional adjectives factors affecting acquisition of, 76, 26 Discrimination infants’ sensitivity to amount and change in continuous quantity, 77, 20 Drawing effect on children’s suggestibility and source monitoring ability, 77, 169 Dual tasks development of abilities to share and allocate attention, 77, 61 further note on comparability of two models of working memory, 77, 110 Dyslexia children with, language deficits: speech perception, phonology, and morphology, 77, 30 German-speaking children with, pseudoname learning, 75, 116 E Editorials sex and gender in development (introduction to special issue), 77, 265 working memory and its development (introduction to special issue), 77, 87 Eyewitness memory children’s, dissociating automatic and intentional processes in, 75, 1 F Faces adults’ and children’s, recognition and sex categorization of, 77, 269 French vowel categorization skill and relationship to early literacy skills in first-grade Que´becFrench children, 76, 190 G Gender bias in children’s appraisals of injury risk and other children’s risk-taking behaviors, 77, 317 in mothers’ expectations about infant crawling, 77, 304
361
CUMULATIVE SUBJECT INDEX Gender development preschool children, role of brothers and sisters, 77, 292 Gender differences, see Sex differences Gender perception recognition and sex categorization of adults’ and children’s faces, 77, 269 German dyslexic children speaking, pseudoname learning by, 75, 116 Gestalt perception of partly occluded objects by young infants, role of good form, 76, 1
and other children’s risk-taking behaviors, gender biases in children’s appraisals of, 77, 317 Intentional understanding counterfactual thought, normal 4-year-olds and children with learning disabilities or autism, 76, 64 J Japanese preschoolers, speech segmentation unit used by, effect of Kana literacy acquisition, 75, 70
H K High school students juniors and seniors, gender differences in advanced mathematical problem solving, 75, 165 I Individual differences in gains from computer-assisted remedial reading, 77, 197 Inductive inferences by preschoolers, use of trait labels for, 77, 1 Infants active memory, reinstatement versus reactivation effects, 75, 93 competition in early exogenous orienting between 7 and 21 weeks, 76, 253 early differentiation within animate domain, 75, 134 gender bias in mothers’ expectations about crawling (11 months), 77, 304 role of good form in perception of partly occluded objects (4 months), 76, 1 sensitivity to amount and change in continuous quantity (6 and 9 months), 77, 20 Information processing capacity, and development of working memory, 77, 89 persistence of memory for ignored lists of digits, 76, 151 Inhibition and activation, of speeded responses, separate developmental trends, 75, 263 Injury risk mothers’ responses to videos of risk taking, 76, 89
Kana literacy acquisition, effect on speech segmentation unit used by Japanese young children, 75, 70 Kinematics effects of spatial movement components precues on execution of rapid aiming, 77, 155 L Language deficits in dyslexic children: speech perception, phonology, and morphology, 77, 30 Learning deficit phonological, in dyslexia: pseudoname learning by German-speaking children, 75, 116 Learning disabilities counterfactual syllogistic reasoning in children with, 76, 64 numerical and arithmetical cognition in children with, 77, 236 Lists of digits ignored, persistence of memory for, 76, 151 Literacy skills early, relationship to vowel categorization skill in Que´bec-French first-graders, 76, 190 Kana, acquisition of, effect on speech segmentation unit used by Japanese young children, 75, 70 Locomotion gender bias in mothers’ expectations about infant crawling, 77, 304 Logical reasoning counterfactual syllogistic, in normal 4-year-
362
CUMULATIVE SUBJECT INDEX
olds and children with learning disabilities or autism, 76, 64 Long-term memory active, in infants, reinstatement versus reactivation effects, 75, 93 and pseudoname learning by German-speaking children with dyslexia, 75, 116 M Mathematical disabilities and reading disabilities, numerical and arithmetical cognition in children with, 77, 236 Mathematical problem solving advanced, gender differences: high school and college students, 75, 165 complex word problems, sex differences, 77, 337 Memory, see also Short-term memory; Working memory active, in infants, reinstatement versus reactivation effects, 75, 93 eyewitness, dissociating automatic and intentional processes in, 75, 1 for ignored lists of digits, persistence, 76, 151 recall of reminders, effect of drawing, 77, 169 Mora or syllable, use by Japanese young children, effect of Kana literacy acquisition, 75, 70 Morphology relationship to dyslexia in children, 77, 30 Mothers expectations about infant crawling, gender bias in, 77, 304 responses to videos of risk taking by children, 76, 89 Motion and color, competition in early exogenous orienting between 7 and 21 weeks, 76, 253 Motor development gender bias in mothers’ expectations about infant crawling, 77, 304 sequential pointing in children and adults, 75, 43 Motor learning movement substructure change as function of practice in children and adults, 75, 228 Motor programming effects of spatial movement components precues on execution of rapid aiming, 77, 155
Movements substructures, changes in, as function of practice in children and adults, 75, 228 N Neo-Piagetian model further note on comparability of two models of working memory, 77, 110 verbal short-term memory, 75, 191 Notation symbolic representation across domains in preschool children, 76, 173 Number magnitude accessing, development of automaticity in, 76, 104 Numerical cognition process and concept deficits in children with learning disability, 77, 236 O Object perception partly occluded objects by young infants, role of good form, 76, 1 Orienting early exogenous, between 7 and 21 weeks, competition in, 76, 253 P Parents’ expectations gender bias in mothers’ expectations about infant crawling, 77, 304 Pascual-Leone model working memory, and Baddeley’s model comparability, further note, 77, 110 complementarity, 77, 89, 138 mergeability, 77, 128 Peer entry stress reactions to, preschoolers, 76, 50 Peer status children with behavior problems, effects of teacher feedback, 76, 302 Perceived competence and stress reactions to peer entry, preschoolers, 76, 50 Perception gender: recognition and sex categorization of adults’ and children’s faces, 77, 269 partly occluded objects by young infants, role of good form, 76, 1
363
CUMULATIVE SUBJECT INDEX speech, relationship to dyslexia in children, 77, 30 Perceptions peer, of children with behavior problems, effects of teacher feedback, 76, 302 Person knowledge early differentiation within animate domain, 75, 134 Phonological awareness vowel categorization skill and relationship to early literacy skills in Que´bec-French first-graders, 76, 190 and working memory, relationship, 75, 152 Phonological learning deficit in dyslexia: pseudoname learning by Germanspeaking children, 75, 116 Phonological training and gains from computer-assisted remedial reading, 77, 197 Phonology acquisition through eyes and spelling in deaf children, 75, 291 relationship to dyslexia in children, 77, 30 Planning strategies development of sequential pointing in children and adults, 75, 43 POC analysis development of abilities to share and allocate attention, 77, 61 Pointing sequential, in children and adults, 75, 43 Precuing spatial movement components, effects on execution of rapid aiming, 77, 155 Preschoolers, see Age Print concepts symbolic representation across domains in preschool children, 76, 173 Process-dissociation procedure dissociating automatic and intentional processes in children’s eyewitness memory, 75, 1 Processing speed ability to activate and inhibit speeded responses, 75, 263 Pseudoname learning by German-speaking children with dyslexia, 75, 116 Q Quantity continuous, infants’ sensitivity to amount and change in, 77, 20
Que´bec-French speakers vowel categorization skill and relationship to early literacy skills in first-graders, 76, 190 R Rapid aiming execution of, effects of spatial movement component precues, 77, 155 Reactivation versus reinstatement, effects on active memory in infants, 75, 93 Reading remedial, computer-assisted, individual differences in gains from, 77, 197 Reading ability relationship between phonological awareness and working memory, 75, 152 Reading acquisition language deficits in dyslexic children, 77, 30 Reading disabilities individual differences in gains from computer-assisted remedial reading, 77, 197 and mathematical disabilities, numerical and arithmetical cognition in children with, 77, 236 Reading skills development: visual factors in word recognition, 76, 123 relationship to vowel categorization skill in Que´bec-French first-graders, 76, 190 Reasoning arithmetical, sex differences, 77, 337 counterfactual syllogistic, in normal 4-yearolds and children with learning disabilities or autism, 76, 64 Rehearsal effect of drawing on children’s suggestibility and source monitoring ability, 77, 169 Reinstatement versus reactivation, effects on active memory in infants, 75, 93 Remedial reading computer-assisted, individual differences in gains from, 77, 197 Reputation of children with behavior problems, effects of teacher feedback, 76, 302 Responses activation and inhibition, separate developmental trends, 75, 263
364
CUMULATIVE SUBJECT INDEX
Retention in infants, reinstatement versus reactivation effects, 75, 93 Risk appraisal children’s, of injury risk and of other children’s risk-taking behaviors, gender biases in, 77, 317 Risk taking children’s appraisals of injury risk and other children’s risk-taking behaviors, gender biases in, 77, 317 mothers’ responses to videos of risk taking by children, 76, 89 S Segmentation unit used by Japanese young children, effect of Kana literacy acquisition, 75, 70 Sensory memory persistence of memory for ignored lists of digits, 76, 151 Sequential pointing in children and adults, 75, 43 Serial recall errors children’s, implications for theories of shortterm memory development, 76, 222 Sex differences advanced mathematical problem solving, high school and college students, 75, 165 mothers’ responses to videos of risk taking by boys and girls, 76, 89 in risk taking behaviors leading to injury, children’s awareness of, 77, 317 in spatial cognition, computational fluency, and arithmetical reasoning, 77, 337 Sex and gender in development (special issue) gender biases in children’s appraisals of injury risk and other children’s risk-taking behaviors, 77, 317 gender bias in mothers’ expectations about infant crawling, 77, 304 introduction, 77, 265 recognition and sex categorization of adults’ and children’s faces, 77, 269 role of brothers and sisters in gender development of preschool children, 77, 292 sex differences in spatial cognition, computational fluency, and arithmetical reasoning, 77, 337 Sex role role of brothers and sisters in gender development of preschool children, 77, 292
Sex typing role of brothers and sisters in gender development of preschool children, 77, 292 Short-term memory development, implications of children’s serial recall errors, 76, 222 development of working memory: complementarity of two models, 77, 89 persistence of memory for ignored lists of digits, 76, 151 phonological, and learning of new words, 76, 275 and phonological awareness, relationship, 75, 152 verbal, model, 75, 191 Siblings role of brothers and sisters in gender development of preschool children, 77, 292 Sisters and brothers, role in gender development of preschool children, 77, 292 Socialization and mothers’ responses to videos of risk taking by children, 76, 89 Source monitoring children’s ability for, effect of drawing, 77, 169 Spatial cognition sex differences, 77, 337 Spatial memory development of working memory: complementarity of two models, 77, 89 Spatial movement precues, effects on execution of rapid aiming, 77, 155 Speech persistence of memory for ignored lists of digits, 76, 151 Speech perception relationship to dyslexia in children, 77, 30 Speechreading effect of exposure to Cued Speech on spelling in deaf children, 75, 291 Speech segmentation unit used by Japanese young children, effect of Kana literacy acquisition, 75, 70 Speed–accuracy tasks movement substructure change as function of practice in children and adults, 75, 228 Speeded responses ability to activate and inhibit, 75, 263
365
CUMULATIVE SUBJECT INDEX Spelling by deaf children, effect of exposure to Cued Speech, 75, 291 skills, relationship to vowel categorization skill in Que´bec-French first-graders, 76, 190 Strategy use gender differences in advanced mathematical problem solving, high school and college students, 75, 165 Stress reactions to peer entry, preschoolers, 76, 50 Suggestibility children’s, effect of drawing, 77, 169 Syllable or mora, use by Japanese young children, effect of Kana literacy acquisition, 75, 70 Syllogistic reasoning counterfactual, in normal 4-year-olds and children with learning disabilities or autism, 76, 64 Symbolic representation across domains, in preschool children, 76, 173 T Teacher feedback effects on reputations and peer perceptions of children with behavior problems, 76, 302 Temperament and stress reactions to peer entry, preschoolers, 76, 50 Theory of mind development of conceptual categories of attention during elementary school years, 75, 245 Trait labels use by preschoolers to make inductive inferences, 77, 1 V Verbal short-term memory neo-Piagetian model, 75, 191 Viewing position effect development of reading skills, 76, 123 Vision perception of partly occluded objects by young infants, role of good form, 76, 1
Visual attention competition in early exogenous orienting between 7 and 21 weeks, 76, 253 Visual processes aspects underlying word recognition: development of reading skills, 76, 123 Visuomanual pointing sequential, in children and adults, 75, 43 Visuospatial working memory comparability of two models, further note, 77, 110 Vowel categorization skill, and relationship to early literacy skills, in first-grade Que´bec-French children, 76, 190 W Within-word fixation effects development of reading skills, 76, 123 Word learning factors affecting acquisition of dimensional adjectives, 76, 26 phonological sensitivity and acquisition of new words in children, 76, 275 pseudonames, by German-speaking children with dyslexia, 75, 116 Word recognition visual factors: development of reading skills, 76, 123 Working memory and its development, special issue editorial, 77, 87 lead article: Exploring the complementarity of two models, 77, 89 reflection: Are the two models complementary?, 77, 138 reflection: Further note on comparability of two models, 77, 110 reflection: Should the Baddeley and Hitch and Pascual-Leone models be merged?, 77, 128 persistence of memory for ignored lists of digits, 76, 151 and phonological awareness, relationship, 75, 152