Journal of Cognition and Development

Reading Anxiety: An Early Affective Impediment to Children’s Success in Reading

Relations between Preschool Children’s Fine Motor Skills and General Cognitive Abilities

Effects of Teacher-Delivered Book Reading and Play on Vocabulary Learning and Self-Regulation among Low-Income Preschool Children

Relating Children’s Early Elementary Classroom Experiences to Later Skilled Remembering and Study Skills

Testing the Role of Verbal Narration in Implicit Theory of Mind Tasks

Lessons for Successful Cognitive Developmental Science in Educational Settings: The Case of Executive Functions

Bidirectional Collaborations in an Intervention Randomized Controlled Trial Performed in the Swedish Early Childhood Education Context

Human Actions Support Infant Memory

Math and Memory in Bilingual Preschoolers: The Relations Between Bilingualism, Working Memory, and Numerical Knowledge

Not Just IQ: Patterning Predicts Preschoolers’ Math Knowledge Beyond Fluid Reasoning

Infants Detect Patterns of Choices Despite Counter Evidence, but Timing of Inconsistency Matters

Longitudinal Analysis of Associations between 3-D Mental Rotation and Mathematics Reasoning Skills during Middle School: Across and within Genders

Age Differences in Prospective Memory: A Further Evaluation of the Executive Framework

Thinking Fast and Slow: Children’s Descriptive-To-Prescriptive Tendency Under Varying Time Constraints

Field Tests of Learning Principles to Support Pedagogy: Overlap and Variability Jointly Affect Sound/Letter Acquisition in First Graders

Learning the Relevance of Relevance and the Trouble with Truth: Evaluating Explanatory Relevance across Childhood

From Bench to Classroom: Collaborating Within a Dual-Language Education Model

Integrating Bilingualism, Verbal Fluency, and Executive Functioning across the Lifespan

Creating Connections Between Researchers and Educators

Looking Back to Move Forward: A Retrospective Examination of Research at the Intersection of Cognitive Science and Education and What It Means for the Future

Item-Position Effect in Raven’s Matrices: A Developmental Perspective

How Static and Animated Pictures Contribute to Multi-level Mental Representations of Auditory Text in Seven-, Nine-, and Eleven-Year-Old Children

Imitation as a Learning Strategy during Sibling Teaching

Fostering Children’s Reasoning about Disagreements through an Inquiry-based Curriculum

The Disambiguation Prediction Effect

Reading Difficulties in Low-SES Children: A Study of Cognitive Profiles

Non-Linguistic Grammar Learning by 12-Month-Old Infants: Evidence for Constraints on Learning

Foreword to the Special Issue: Found in Translation

Preschoolers’ Developing Understanding of Factivity in Mental Verb Comprehension and Its Relation to First- and Second-Order False Belief Understanding: A Longitudinal Study

Negative Numbers are not yet Automatically Associated with Space in 6th Graders

Does Intention Matter? Relations between Parent Pointing, Infant Pointing, and Developing Language Ability

Attunement and Affordance Learning in Infants

Correction

Using Spline Models to Analyze Event-Based Changes in Eye Tracking Data

The Influence of a Visually-Rich Surrounding Environment in Visuospatial Cognitive Performance: A Study with Adolescents

Can Young Children Ignore Irrelevant Events, or Subevents, during Verb Learning?

What Do Biased Estimates Tell Us about Cognitive Processing? Spatial Judgments as Proportion Estimation

The “Sh-Ape Bias” in Non-Linguistic Categorization: Comparisons between Children and Other Apes