Third Biennial Meeting
Cognitive Development Society
Park City, Utah
October 24-25, 2003

Color category acquisition in Himba and English children - a longitudinal study
Debi Roberson, Jules Davidoff, Ian Davies, & Laura Shapiro
(pss01jd@gold.ac.uk)

Children's evaluative categorization
Simone P. Nguyen
(snguyen@s.psych.uiuc.edu; Until end of August, 2003)
(nguyens@uncw.edu; after August, 2003)

Relative importance of intended function vs. current use and first use
in artifact categorization by preschoolers.
Mikolaj Hernik & Maciej Haman
(mhernik@engram.psych.uw.edu.pl)

Developing a notion of tool function: Evidence from a video task
Marissa L. Greif, Frank Keil, & Franky Gutierrez
(marissa.greif@yale.edu)

Assessing the Development of Race Stereotypical Responding in Early Childhood
Stacey D. Espinet & Dr. Philip D. Zelaso
(stacey@psych.utoronto.ca)

Pragmatic Thinking: Children's Consideration of the Role of Goals in Category Decisions
Brian Viola
(bjviola@wisc.edu)

Why don't they just drop the ball?
Vallotton, C.D., & Harper, L.V.
(cdvallotton@ucdavis.edu)

How direct experience with nature influences early biological knowledge
Andrzej Tarlowski
(antar@engram.psych.uw.edu.pl)

The Improbable-Impossible Distinction:
Children's Understanding of Ontological Possibility
Andrew Shtulman
(aes@wjh.harvard.edu)

Approaches to changing basic knowledge misconceptions:
When the solution becomes the problem
Courtney B. Stein & Kevin Dunbar
(courtney.mcmanus@Dartmouth.edu)

Teleological explanation and conceptual change:
Reasoning about nature among Romanian Roma (Gypsies)
Krista Casler & Deborah Kelemen
(caslerk@bu.edu)

Language Development I

The Shape Bias in Object Labeling for 14-, 16-, and 20-Month-Olds
Julie M. Hupp & Robert A. Haaf
(juliehupp@hotmail.com)

The absence of a shape bias in children's word learning
Andrei Cimpian & Ellen M. Markman
(acimpian@psych.stanford.edu)

Neural correlates of lexical development at 24 months of age
Leslie J. Carver, Nisreen Mandilawi, & Elizabeth Bates
(jcarver@ucsd.edu)

The Relationship between Maternal Labeling and 20-Month-Olds' Vocabulary and Categorical Abilities
Jennifer E Reams, Anne L Fulkerson, Aren Murod, & Peg-Hull Smith
(jspot27@aol.com)

A social-pragmatic account of label rejections
Vikram K. Jaswal
(jaswal@virginia.edu)

Vocabulary Development And Word Learning Strategies: A Solid Connection
Larissa Samuelson, Jessica Horst, Anne Schutte, & Brandi Peterson
(larissa-samuelson@uiowa.edu)

Attention-Following, Rapid Learning of Novel Object Names,
and Word Comprehension in Two and Three Year Olds with Autism
Andrea S. McDuffie & Paul J. Yoder, PhD
(andrea.mcduffie@vanderbilt.edu)

Children's Accelerated Vocabulary Development in Response
to Conversational Language Intervention
Keith E. Nelson, Marnie E. Arkenberg, Kelly Mendez, Jake Feldman
Yue Xuan, & Patrick Craven
(keith_nelson_art@psu.edu)

The relationship between teachers' reading styles and low-income preschool children's use of temporal language
Roseanne L.Flores
(rflores@hunter.cuny.edu)

Proposed poster title: A Case Study of the Construction of Evaluative Meaning in Adult-Child Conversations
Roberta Corrigan
(corrigan@csd.uwm.edu)

Perceiving Vowels in a Crowded Vowel Space
Laura Sabourin & Janet F. Werker
(lsabourin@psych.ubc.ca)

Does visual speech information help us recognize our native language?
Whitney M. Weikum, Athena Vouloumanos, Emiela Kaufman,
Jordi Navarra Ordono, & Janet F. Werker
(wmw@interchange.ubc.ca)

Social-Cognitive Development I

To cross or not to cross? Gathering relevant information by 9-13 month olds on the visual cliff
Tricia Striano, Amrisha Vaish, & Joann Benigno
(striano@eva.mpg.de)

Infants' Understanding That ‘Seeing' Equals ‘Knowing: The Role of Surprise
Sarah Dunphy-Lelii & Henry M.
(sarahdz@umich.edu)

Eyes on the Prize: Twelve-month-old infants track the goals of individual agents
Jennifer L. Sootsman, James D. Morgante, Camille Wilson Brune,
& Amanda L. Woodward
(jsoots@uchicago.edu)

Infants' understanding of references to absent objects
Patricia Ganea
(pas5a@virginia.edu)

Infants recognize properties of mentioned absent things
Megan M. Saylor
(m.saylor@vanderbilt.edu)

Foreseeability, Theory of Mind and Children's Moral Reasoning
Elizabeth A. Boerger
(boerger@mail.utexas.edu)

Theory of Mind I

Whose Mind is it Anyway?: Social and Intrapersonal Theories of Mind
Tina Durand & Joan Lucariello
(lucariel@bc.edu)

Children's developing knowledge about the distractible nature of the mind
Anne O'Donnell Eisbach
(Anne.Eisbach@quinnipiac.edu)

Young Children's Understanding of False Beliefs Using Modified Tasks
William V. Fabricius & Amy A. Weimer
(william.fabricius@asu.edu)

“John Thinks that Mary Feels” False Belief Across Cognitive and Affective Domains
Jessica Parker, Christine MacDonald, & Scott A. Miller
(jessrae3@yahoo.com)

Young Children's Use of Belief Information in Persuasion and False Belief Tasks
Karen Bartsch
(bartsch@uwyo.edu)

Spatial Cognition I

Children's Strategy Use in a Search Task Involving Nested Landmarks
Jennifer Lee-Howard
(jennifer-e-lee@uiowa.edu)

The Role of Object Information in Location Memory
Kara M. Koson & Jodie M. Plumert
(kara-koson@uiowa.edu)

Developmental transition between spatial and nonspatial memory in children
Mary Michael, Rosa M Cerutti, & Daniel Cerutti
(MaryMichael1@nc.rr.com)

Effects of training on sex differences in spatial skills
Stacy B. Ehrlich & Susan C. Levine
(sehrlich@uchicago.edu)

Infants' Spatial Reasoning About Tools
Sarah E. Berger
(berger2@adelphi.edu)

Figure-Ground Segregation in Human Infants: Sitters versus Non-Sitters
Shannon Ross-Sheehy, Lisa M. Oakes, & Shaun P. Vecera
(shannon-ross@uiowa.edu)

How Toddlers Represent Space
Stella Felix Lourenco, Janellen Huttenlocher, & Marina Vasilyeva
(lourenco@uchicago.edu)

Memory and Narrative I

Family Narratives of Shared Emotional Experiences and Relations to Child Behavior
Bohanek, J., Fivush, R., & Duke, M.
(jbohane@emory.edu)

Social and Emotional Content of Children's Diaries
Megan Crawford, Kelly A. Marin, Robyn Fivush, Martina Reynolds, & Chris Brewin
(mecrawf@learnlink.emory.edu)

Young Children's Understanding and Memory for Emotional and Non-emotional Information in Text
Denise Davidson, Dina Tell, & Melissa Jensen
(ddavids@luc.edu)

Emotion knowledge and autobiographical memory in Euro-American and Chinese 3-year-olds
Qi Wang, Rachel Hutt, Melissa McDermott, & Ruohong Wei
(qw23@cornell.edu)

Cross cultural differences in autobiographical memories and self-concept
Nurit Gur-Yaish, Ofer Fein, Ph.D, & Qi Wang, Ph.D
(ng55@cornell.edu)

Memories for Early Childhood Experiences: Comparing Adults to Preschoolers
Nancy E. Furlong, Leslie R. Taylor, & Michael C. Switzer
(ffurlong@alfred.edu)

Teachers, trauma, and trigonometry: College students' autobiographical math memories
Mari Strand Cary & Patricia J. Bauer
(stra0368@umn.edu)

Women's & Men's Use of Internal State Terms in Narratives of the Past, Present, and Future
Dana L. Van Abbema, Laura M. Simpson, & Renee M. Abell
(dlvanabbema@smcm.edu)

Preschoolers' Recollection of When and How Learning Occurred and Who Taught Them
Melissa Jackson
(lissaj@uwyo.edu)

“I know it happened I'm just not sure where”:
Source monitoring training with highly similar events
Sean C. Cameron & Kim P. Roberts
(came1713@mach1.wlu.ca)

The effect of Induced Decision-Making on Young Children's Mnemonic Strategy in Episodic Memory
Misuk Kim
(chmisook@cau.ac.kr)

Utilization Deficiencies in Memory Performance
Katherine Kipp, Jane F. Gaultney, & Darlene DeMarie
(kipp@arches.uga.edu)

Five years after a medical emergency: Children's verbal recall of preverbal experiences
Carole Peterson & Brenda Parsons
(carole@mun.ca)

Children remember childhood; But what are they remembering?
Emily S. Cleveland, Elaine Reese, Paivi Pitkanen, Carolyn Roman, & Heather Wotton
(ecleveland@clarku.edu)

Verbal accessibility of early non-verbal memories: What really predicts?
Carol L. Cheatham & Patricia J. Bauer
(chea0023@umn.edu)

The Developmental Influence of Temperament-Related Behaviors on Memory Performance
Rachel R. Friedlieb & Melissa M. Burch
(frie0231@umn.edu)

Traumatic Experiences Early in Life: Examining Potential Influences on Explicit Memory and Temperament-Related Behaviors
Abigail J. Muehleck, Melissa M. Burch, & Patricia J. Bauer
(mueh0032@umn.edu)

“I Tricked You!”:
The Effects of Coaching on Young Maltreated Children's Event Reports
Lindsay Malloy, Thomas D. Lyon, & Jodi A. Quas
(lmalloy@uci.edu)

Reasoning and Problem Solving I

When You Have More Objects Than Hands: How Infants Grasp Three Adjacent Objects
Amy Needham
(Amy.needham@duke.edu)

Taking Contingency Seriously in Sensory-based Models of Learning in Infants
Christopher G. Prince, Nathan A. Helder, Eric J. Mislivec, Beverley J. Ang, Maureen S. Lim, & George J. Hollich
(chris@cprince.com)

Relationship between individual differences in information processing speed and brain organization in preschool children
S.Kiselev & E.Skacunova
(Sergey.Kiselev@usu.ru)

Developmental stability in speed of information processing
Robert V. Kail & Carol A. Miller
(rkail@sla.purdue.edu)

Working Memory and Inhibition Constraints on Children's Analogical Reasoning
Lindsey Engle Richland, Robert G Morrison, & Keith J. Holyoak
(Lengle@psych.ucla.edu)

Children's Planning in Two Social Contexts
Mary Gauvain & Susan M. Perez
(mary.gauvain@ucr.edu)

Cause and Effect in the Mind of the Preschool Child
Caroline M. Yoachim & Andrew N. Meltzoff
(cyoachim@u.washington.edu)

Does Big Bird Hug or Push Cookie Monster? An Examination of Rule-Based Reasoning and Language Processing in Preschool Children
Jennifer A. Parker & Christopher Moore, Ph.D
(japarker@dal.ca)

Developmental Differences in Estimates of Sexual Risk and Benefits Among Adolescents: A Fuzzy-Trace Theory Analysis
Reyna, Valerie F., Metz, Kirsten C., Roberts, Jennifer L., Adam, Mary B.,
LeCroy, Craig, & Poirier, Kristin L.
(vreyna@dakotacom.net)

A Developmental Study of the Understanding of Anticipatory Regret and Disappointment
Jennifer M. Ferrell, Robert E. Guttentag, Stacey L. Dunn, & Jeffrey M. Gredlein
(jmmonfal@uncg.edu)

Math and Science I

Learning Science with Storybooks: Do Anthropomorphic Explanations Affect Learning?
Elizabeth Seiver, Marissa Greif, & Frank Keil
(elizabeth.seiver@yale.edu)

Developmental Trends in Young Children's Scientific Reasoning Biases
Mary J. Schuneman & Paul A. Klaczynski
(pak21@psu.edu)

How do children understand shadows? The importance of congruent physical relations
Heidi Kloos
(adelheid.kloos@asu.edu)

When less is more: Using multiple representations to support learning about algebraic symbols
Bethany Rittle-Johnson & Page McMullen
(bethany.rittle-johnson@vanderbilt.edu)

What do Patterns, Narratives, and Math have in Common?
Shilpi Majumder & Daniela O'Neill
(smajumde@uwaterloo.ca)

Understanding Nothing: Preschoolers' Understanding of Zero as a Numerical Concept
Donna J. Lutz, Jessica A. Mure, & Karen Wynn
(donna.lutz@yale.edu)

Multiple Representations of Quantity in Children Ages 4-6
Linda Whealton Suriyakham & Susan Cohen Levine, Ph. D.
(Whealton@uchicago.edu)

Executive Functions I

Negative Priming in 3- to 5-Year-Old Children
Catherine N. M. Ortner & Philip David Zelazo
(catherine@psych.utoronto.edu)

The Role of Negative Priming in the DCCS
Alexandra E. Sutherland, Donaya Hongwanishkul, Jackie Chiang,
Ulrich Muller, & Philip D. Zelazo
(alex.sutherland@utoronto.ca)

Further Support for Negative Priming in the Dimensional Change Card Sort
Anthony Steven Dick, Ulrich Müller, & Willis F. Overton
(anthony.dick@temple.edu)

Three- to Four-Year-Old Children's Rule Switching in Context of Affective Stimuli
Li Qu, Philip David Zelazo, & Lesley Cresswell
(li@psych.utoronto.ca)

Spatial reversal in young children with autism: The relationship between non-verbal ability and performance on an executive function task
Benjamin E. Yerys, Lila Kopelioff, Susan L. Hepburn, & Sally J. Rogers
(byerys@frontier.psy.du.edu)

Executive Function among Children with Different Types of Developmental Disorders: The Role of Cognitive Matching Procedures
Russo, N., Zelazo, P. D., Dawkins, T., Martel, G., Landry, O., Iarocci, G., & Burack, J. A.
(zelazo@psych.utoronto.ca)

Reading and Text Comprehension

Understanding the Written Word: Does Experience with Personal Symbol System Help?
Smita Srivastava & Marianne Wiser
(ssrivastava@clarku.edu)

How Words Represent: Nonreaders' Knowledge of the Fixed Meaning of Written Words
E.J. Robinson & J. Collins
(e.j.robinson@keele.ac.uk)

Exploring the latent factors behind cross-linguistic transfer: cognitive abilities
Gigi Luk & Ellen Bialystok
(gigi@yorku.ca)

Factors Predicting Reading Ability in Chinese-English Bilingual Children
Bruce D. Homer & Qing Xue
(bruce.homer@nyu.edu)

Language Markers of Reading Disability in Two-year-old Children
Hamilton, E. E., Lesko, K., & Shatz, M.
(eehamilt@umich.edu)

Learning the A B C's:
Do some kinds of picture books help or hinder young children's learning?
Cynthia Chiong
(cchiong@virginia.edu)

Children's comprehension of storybooks:
Reality/fantasy differentiation and identification of obstacles
Jacqueline D. Woolley
(woolley@psy.utexas.edu)

Contact Email: secretary at cogdevsoc.org