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Prospective memory (PM), remembering to carry out a task in the future, is highly relevant to children's everyday functioning, yet relatively little is known about it. For these reasons the effects of age and task interruption on PM were studied in 3 experiments. Children aged 4, 5, and 7 years were asked to name pictures in stacks of cards (the ongoing(More)
BACKGROUND A limited range of evidence suggests that children with specific language impairment (SLI) have difficulties with higher order thinking and reasoning skills (executive functioning, EF). This study involved a comprehensive investigation of EF in this population taking into account the contributions of age, nonverbal IQ and verbal ability. (More)
Much controversy remains regarding the ability of children with autism to engage in spontaneous play. In this study children with autism, Down syndrome and typical development with verbal mental ages of approximately 2 years were assessed for play abilities at three data points. Even in this group of children with autism, who had relatively low verbal(More)
Three experiments addressed controversies in the previous literature on the development of phonological and other forms of short-term memory coding in children, using assessments of picture memory span that ruled out potentially confounding effects of verbal input and output. Picture materials were varied in terms of phonological similarity, visual(More)
The Open University's repository of research publications and other research outputs New directions for early literacy in a digital age: the iPad Journal Article (2014). New directions for early literacy in a digital age: the iPad. Journal of Early Childhood Literacy For guidance on citations see FAQs. Copyright and Moral Rights for the articles on this(More)
Research on memory processing suggests that memory for events that an individual experiences should be superior to that for similar events that someone else experiences (e.g., Baker-Ward et al., 1990). However, such predictions may not be applicable to individuals with autism. There are already suggestions that individuals with autism have specific(More)
This research extends the range of domains within which children's gestures are found to play an important role in learning. The study involves children learning about balance, and the authors locate children's gestures within a relevant model of cognitive development--the representational redescription model (A. Karmiloff-Smith, 1992). The speech and(More)
1 Atypical vocabulary has been reported as one of the most notable features of the language of adolescents and adults with Williams syndrome (WS), including use of unusual or low frequency words. Two hypotheses were identified regarding the developmental origins of this phenomenon. The intra-lexicon hypothesis views the cause in terms of domain-specific(More)
Although there has recently been considerable research interest in the difficulties that children with autism have engaging in pretend play, little attention has been paid to the ability of these children to imitate pretend play acts. Furthermore, suggestions that children with Down syndrome have relatively advanced abilities in pretend play have not been(More)