Kathy E Johnson
Dados Biográficos
| ID | 5759058 |
|---|---|
| NOME | Kathy E Johnson |
| PRENOMES | Kathy E |
| SOBRENOME | Johnson |
| ASSINATURA | JOHNSON K E |
| AFILIAÇÕES | Indiana University School of Medicine |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAÇÕES | 55 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1991 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2019 |
| ÍNDICE H | 4 |
The emergence of children's interest orientations during early childhood
The Role of Parenting and Family Factors in the Developmental Catch-Up for Children Adopted Internationally
Internationally adopted children are at greater risk for cognitive difficulties. While age at adoption is an established significant predictor of cognitive outcomes, considerable variation persists. The present study focused on whether parenting and family factors explain additional variance in cognitive and linguistic catch-up in this group of children. In total, 46 children were examined at two time points, approximately 12 months apart. Cognit…
Race-Related Disparities in 5-Year Cognitive Level and Change in Untrained Active Participants
Race-related results in the current study are consistent with previous research suggesting that social advantage factors such as education have a stronger influence on the level of performance than the rate of change. The small remaining effects of being African American on performance levels likely reflect uncontrolled variation in factors like literacy and financial advantage
The cognitive reserve hypothesis
The term cognitive reserve is frequently used to refer to the ubiquitous finding that, during later life, those higher in experiential resources (e.g., education, knowledge) exhibit higher levels of cognitive function. This observation may be the result of either experiential resources playing protective roles with respect to the cognitive declines associated with aging or the persistence of differences in functioning that have existed since earl…
Toddlers' Understanding of Iconic Models
Toddlers' symbolic understanding of iconic models was assessed through 2 comprehension-based tasks: 1 based on looking and 1 requiring manual selection of the target object. Toddlers received either iconic models or photographs of models as the symbolic referent. Overall, 18-month-olds performed poorly, and both 22- and 26-month-olds performed relatively well across tasks. Contrary to expectations that the 2 tasks would impose different levels of…
Development of children's understanding of basic-subordinate inclusion relations
Four studies focused on developmental differences in the representation of basic-subordinate inclusion relations. Tests of comprehension and production of category names, induction, and responses to direct questions pertaining to inclusion revealed a marked developmental gap between the production of subordinate category names and complete understanding of basic-subordinate inclusion relations. However, even 3-year-olds showed rudimentary knowled…
Microgenetic analysis of first steps in children's acquisition of expertise on shorebirds
A microgenetic analysis of the earliest steps in acquiring beginning levels of expertise on shorebirds was conducted. In Experiment 1, 16 5-year-old girls were given information about the names and attributes of 14 shorebirds during 4 sessions. Knowledge of names and attributes increased over time, and production of attributes surpassed production of names. Discrepancies between results from direct and indirect tests of attribute knowledge sugges…
Developmental changes within the structure of the mammal domain
Development changes in the organization of information within the mammal domain were examined and considered within the context of cultural knowledge acquisition. Judgments of similarity among mammals were elicited from 7-year-olds, 10-year-olds, and adults by means of a triad task. Analyses addressed both quantitative and qualitative models of development consistent with Romney, Weller, and Batchelder's (1986) cultural consensus model. Results p…
Acquisition of the plural morpheme
We analyzed data from a comprehensive, systematically conducted diary study of one child's early lexical development to provide a comprehensive account of the acquisition of the plural morpheme. Correct forms and errors of both commission and omission were recorded from age 18 to 30 months, and all entries contained information about the quality of the produced utterance, the referent, the adult response, and the context
The cognitive reserve hypothesis
The term cognitive reserve is frequently used to refer to the ubiquitous finding that, during later life, those higher in experiential resources (e.g., education, knowledge) exhibit higher levels of cognitive function. This observation may be the result of either experiential resources playing protective roles with respect to the cognitive declines associated with aging or the persistence of differences in functioning that have existed since earl…
Developmental changes within the structure of the mammal domain
Development changes in the organization of information within the mammal domain were examined and considered within the context of cultural knowledge acquisition. Judgments of similarity among mammals were elicited from 7-year-olds, 10-year-olds, and adults by means of a triad task. Analyses addressed both quantitative and qualitative models of development consistent with Romney, Weller, and Batchelder's (1986) cultural consensus model. Results p…
Microgenetic analysis of first steps in children's acquisition of expertise on shorebirds
A microgenetic analysis of the earliest steps in acquiring beginning levels of expertise on shorebirds was conducted. In Experiment 1, 16 5-year-old girls were given information about the names and attributes of 14 shorebirds during 4 sessions. Knowledge of names and attributes increased over time, and production of attributes surpassed production of names. Discrepancies between results from direct and indirect tests of attribute knowledge sugges…
Acquisition of the plural morpheme
We analyzed data from a comprehensive, systematically conducted diary study of one child's early lexical development to provide a comprehensive account of the acquisition of the plural morpheme. Correct forms and errors of both commission and omission were recorded from age 18 to 30 months, and all entries contained information about the quality of the produced utterance, the referent, the adult response, and the context
Development of children's understanding of basic-subordinate inclusion relations
Four studies focused on developmental differences in the representation of basic-subordinate inclusion relations. Tests of comprehension and production of category names, induction, and responses to direct questions pertaining to inclusion revealed a marked developmental gap between the production of subordinate category names and complete understanding of basic-subordinate inclusion relations. However, even 3-year-olds showed rudimentary knowled…
Race-Related Disparities in 5-Year Cognitive Level and Change in Untrained Active Participants
Race-related results in the current study are consistent with previous research suggesting that social advantage factors such as education have a stronger influence on the level of performance than the rate of change. The small remaining effects of being African American on performance levels likely reflect uncontrolled variation in factors like literacy and financial advantage
Acquisition of the plural morpheme
We analyzed data from a comprehensive, systematically conducted diary study of one child's early lexical development to provide a comprehensive account of the acquisition of the plural morpheme. Correct forms and errors of both commission and omission were recorded from age 18 to 30 months, and all entries contained information about the quality of the produced utterance, the referent, the adult response, and the context
Developmental changes within the structure of the mammal domain
Development changes in the organization of information within the mammal domain were examined and considered within the context of cultural knowledge acquisition. Judgments of similarity among mammals were elicited from 7-year-olds, 10-year-olds, and adults by means of a triad task. Analyses addressed both quantitative and qualitative models of development consistent with Romney, Weller, and Batchelder's (1986) cultural consensus model. Results p…
Microgenetic analysis of first steps in children's acquisition of expertise on shorebirds
A microgenetic analysis of the earliest steps in acquiring beginning levels of expertise on shorebirds was conducted. In Experiment 1, 16 5-year-old girls were given information about the names and attributes of 14 shorebirds during 4 sessions. Knowledge of names and attributes increased over time, and production of attributes surpassed production of names. Discrepancies between results from direct and indirect tests of attribute knowledge sugges…
Development of children's understanding of basic-subordinate inclusion relations
Four studies focused on developmental differences in the representation of basic-subordinate inclusion relations. Tests of comprehension and production of category names, induction, and responses to direct questions pertaining to inclusion revealed a marked developmental gap between the production of subordinate category names and complete understanding of basic-subordinate inclusion relations. However, even 3-year-olds showed rudimentary knowled…
Toddlers' Understanding of Iconic Models
Toddlers' symbolic understanding of iconic models was assessed through 2 comprehension-based tasks: 1 based on looking and 1 requiring manual selection of the target object. Toddlers received either iconic models or photographs of models as the symbolic referent. Overall, 18-month-olds performed poorly, and both 22- and 26-month-olds performed relatively well across tasks. Contrary to expectations that the 2 tasks would impose different levels of…
The cognitive reserve hypothesis
The term cognitive reserve is frequently used to refer to the ubiquitous finding that, during later life, those higher in experiential resources (e.g., education, knowledge) exhibit higher levels of cognitive function. This observation may be the result of either experiential resources playing protective roles with respect to the cognitive declines associated with aging or the persistence of differences in functioning that have existed since earl…
Race-Related Disparities in 5-Year Cognitive Level and Change in Untrained Active Participants
Race-related results in the current study are consistent with previous research suggesting that social advantage factors such as education have a stronger influence on the level of performance than the rate of change. The small remaining effects of being African American on performance levels likely reflect uncontrolled variation in factors like literacy and financial advantage
The Role of Parenting and Family Factors in the Developmental Catch-Up for Children Adopted Internationally
Internationally adopted children are at greater risk for cognitive difficulties. While age at adoption is an established significant predictor of cognitive outcomes, considerable variation persists. The present study focused on whether parenting and family factors explain additional variance in cognitive and linguistic catch-up in this group of children. In total, 46 children were examined at two time points, approximately 12 months apart. Cognit…
The emergence of children's interest orientations during early childhood
Developmental psychology (9 obras) · Psychology (9 obras) · Child and Animal Learning Development (5 obras) · Cognitive psychology (5 obras) · Cognition (4 obras) · Social Psychology (4 obras) · Cognitive development (3 obras) · Aging and Gerontology Research (2 obras) · Child and Adolescent Psychosocial and Emotional Development (2 obras) · Cognitive Abilities and Testing (2 obras)